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Pupils at this school are surrounded by warmth and kindness. All the adults care about pupils' well-being. Pupils know that staff will always listen to their worries and concerns.
Pupils are and feel safe. Bullying is rare and pupils say that if there are any problems, no matter how small, the adults will sort them out.
Every pupil at this school experiences a broad and ambitious curriculum.
School leaders are keen for them to aspire to greater things. Teachers teach them interesting and useful knowledge. If any pupil struggles to understand or remember, adults are there to support.
Pupils experience a school environment that is calm and purposeful. ...This is because everyone in the school learns routines that help the school day run smoothly. These routines also help pupils to concentrate in lessons.
Pupils know how to behave because teachers have taught them how to be kind and work hard. Pupils know that if they do the right thing, then adults will recognise this.
A range of opportunities help pupils to develop their interests and talents.
Every pupil has the chance to take on a responsibility, such as 'kindness ambassador'. Pupils can give back to the community, for example through raising money for charity. They can also take part in events, such as 'Ormiston's Got Talent'.
What does the school do well and what does it need to do better?
Over the last few years, leaders have steadily introduced changes to the curriculum. These changes have been influenced by leaders' understanding of how pupils learn. Their vision for high-quality education has culminated in a programme that is rich in knowledge.
Teaching is sequenced in a way that help pupils build on what they know and can do. Many of the curriculum changes are firmly embedded.
Teaching helps pupils to understand subject content.
Teachers give pupils opportunities to revisit previous learning. As a result, pupils can talk about subjects with confidence. For example, when learning about historical events, older pupils quickly grasp issues around 'alliance' and 'conscription' in World War I because they remember discussing similar ideas in previous history lessons.
Assessment is used well. When teachers check pupils' knowledge, they use this information to make small changes to lessons or set up groups for extra teaching. This helps pupils to keep up with their classmates.
Leaders regularly monitor what is happening in the classroom, as well as pupils' progress. This is done in a collaborative way, so that teachers feel included and supported.
The early reading curriculum prepares pupils well for the next stages of learning.
Phonics lessons begin when pupils join the school. Teachers are reading experts. They give clear explanations and are consistent with lesson routines.
Pupils have plenty of reading practice. Teachers give appropriate support to help pupils who have fallen behind to catch up. As pupils develop fluency, their teachers gradually introduce them to more complex books.
Older pupils like the way their teachers read with enthusiasm and expression.
Teachers give early years children opportunities for listening to stories and singing songs. Staff continuously engage children in conversation.
This helps children to develop their language skills. Relationships are warm. Staff know the children well.
While the early years curriculum sets out knowledge and skills children need to know in all the areas of learning, it does not fully set out the precise vocabulary they should acquire.
Support for pupils with special educational needs and/or disabilities (SEND) is comprehensive and precise. Teachers identify pupils' needs early.
Staff know the strategies that help pupils with SEND get the best out of their lessons. This includes ways of adapting tasks in subjects such as science and music.
Leaders and teachers take a consistent, whole-school approach to behaviour.
This is based around the school's '5 rules for success' and emphasises teaching memorable routines. Every teacher uses the same words and actions to remind pupils about what is expected. This helps pupils to get it right.
As a result, a calm and purposeful atmosphere is present in classes and around the school.
Leaders are rightly proud of the personal, social, health and emotional (PSHE) curriculum. It takes pupils' needs into account.
Both the PSHE and the religious education programmes help pupils to learn about different families, cultures and religions. Leaders' commitment to providing enrichment opportunities has translated into a wide range of clubs, trips and visitors to the school.
Leaders benefit from a tight-knit support network of subject specialists, governors and trust leaders who are on hand to give advice and support.
This has helped leaders to translate their vision of high-quality education into reality, despite the setbacks of the COVID-19 pandemic. Leaders are mindful of staff workload and keen to ensure success is recognised. Parents appreciate school leaders' work, although some would like to know more about how provision works for pupils with SEND.
The arrangements for safeguarding are effective.
Governors, leaders and teachers know the signs of any harm or pupil vulnerability. Concerns are swiftly responded to and recorded.
These are checked regularly. Leaders have created a culture where pupils know that they can go to any adult in the school and be listened to. Adults also reach out to pupils who are less confident, giving them safe spaces and time to share worries.
Pupils learn how to keep safe, including online. Leaders work closely with outside agencies to obtain help and support for pupils and their families. Checks on the suitability of adults to work with children are thorough.
What does the school need to do to improve?
(Information for the school and appropriate authority)
• Some parents would like more knowledge of how SEND support works in the school. They do not feel they have as clear an understanding of provision for pupils with SEND as they might. Leaders should review and make appropriate changes to how they communicate with parents.
• The early years curriculum provides a range of opportunities for pupils to acquire new vocabulary, linked to topics learned. However, in some learning areas, the curriculum does not set out sufficiently the range of vocabulary that would enable children to have a deeper understanding. Leaders should strengthen the curriculum by identifying and setting out vocabulary to be learned in all areas of the early years curriculum.
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