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Pupils enjoy coming to school. They say that the staff are kind and helpful. The school's curriculum is ambitious and provides pupils with a stimulating education.
Staff have consistently high expectations of pupils' behaviour and what they can achieve. Staff, pupils, parents and carers say they are proud to be part of the 'Coombe Hill family'.
Pupils are safe and happy here.
They are respectful and polite to each other. Pupils work hard and show curiosity in their learning. They take pride in their achievements and are keen to take up responsibilities, such as becoming prefects and digital leaders.
The ...school ensures that all pupils, including pupils with special educational needs and/or disabilities (SEND), participate fully in the life of the school.
The school provides a wide range of opportunities for pupils to develop their talents and interests. Pupils develop resilience and show persistence when they face challenges.
They relish the opportunity to take part in after-school clubs, such as football, coding and drama. They talk excitedly about their participation in the annual schools' Shakespeare performance at The Rose Theatre.
What does the school do well and what does it need to do better?
The school's curriculum is broad and aspirational.
The knowledge that pupils learn is well sequenced and this enables them to build on prior knowledge as they move through the school. The curriculum is well thought through across all subjects.
Staff are confident in implementing the curriculum because they receive high-quality training.
They have good subject knowledge and present subject matter clearly. Staff use effective resources to support pupils' understanding. They carefully adapt activities so that they meet the needs of all pupils, including pupils with SEND.
The school has made reading an absolute priority. Staff have received thorough training and teach precisely. Pupils at the early stages of reading develop the phonics knowledge they need and have opportunities to practise regularly to develop fluency.
Teachers make sure pupils who need extra help receive this quickly, including pupils with SEND. This helps them to catch up with their peers. The school promotes reading in a variety of ways.
These include carefully chosen high-quality books from a wide range of authors, workshops with visiting writers, book clubs, competitions and library visits. Pupils are inspired by the culture of reading. They develop a deep appreciation and love of books.
Pupils behave very well in lessons. When behaviour falls below the school's high expectations, staff address this swiftly. The school ensures that there is effective support to help pupils to succeed in their education, including for the small number of pupils who struggle.
Pupils support the well-being of others and celebrate difference. They are highly motivated and resilient in the face of difficulties.
The school carefully identifies pupils with SEND.
Staff work closely with external professionals to ensure that support for pupils with SEND is of a high standard. All staff are ambitious for these pupils, who follow the same curriculum as their peers. Pupils, including pupils with SEND, produce high-quality work across curriculum subjects.
The school goes beyond the expected to provide pupils with a rich and varied set of experiences. These are closely linked to the curriculum. For example, pupils learn about different faiths through visitors to the school.
They appreciate the opportunity to learn about a range of beliefs and cultures. They are respectful and interested, taking every opportunity to discuss different perspectives. Pupils are keen to explain how the school helps them to learn about physical and mental health.
They have a strong understanding of healthy relationships and keeping safe.
The school places high emphasis on the importance of good attendance. There are effective systems for ensuring that pupils attend well and are punctual to school.
The school acts decisively if it identifies patterns of concern, working with other agencies to ensure that pupils' welfare is carefully monitored and supported.
Leaders and governors share the same high aspirations for all pupils. They ensure that there are high-quality professional development opportunities for staff.
Staff are extremely positive about working here. They say that leaders are approachable and consider their workload and well-being. Governors fulfil their statutory duties well.
They provide support for leaders and hold them to account for the quality of education the school provides. Parents are overwhelmingly positive about the school and the education their children receive.
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