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Pupils thrive in an environment where 'Everybody is Somebody'.
They benefit from a culture where all pupils are supported to develop their potential while finding their unique talents and interests. Pupils enjoy attending school. They feel that staff keep them safe and empower them to know how to stay safe out of school.
Pupils excel in their learning and flourish at this school. They live up to the school's high expectations. Pupils achieve exceptionally well and become confident, articulate learners.
Around school and in lessons, pupils' behaviour is exemplary. The school sets high standards for pupils' behaviour, and they respond positively to these. Pupil...s demonstrate highly positive and mature attitudes to learning.
They show determination and are encouraged to develop their leadership skills. For example, they have opportunities to become school ambassadors, house captains and prefects.
An extensive range of personal development opportunities are on offer for all.
The '50 things to do before you leave' programme provides a rich range of experiences for all pupils. These include making money through enterprise, cooking on a campfire and creating a movie. Pupils profit from the school's exceptionally well-designed enrichment programme.
For example, many pupils attend extra-curricular clubs such as golf, chess and fencing.
What does the school do well and what does it need to do better?
The school provides pupils with a high-quality education. It has developed an ambitious curriculum that enables pupils to excel academically, socially and emotionally.
The school has meticulously thought through the small steps of knowledge and skills that pupils need to know and remember.
Staff teach the intended curriculum with skill and passion. They provide activities that engage pupils deeply in their studies.
The high-quality professional development that all staff receive enables them to deliver effective lessons. Pupils respond well to this. They remember what they learn and can talk in depth about their knowledge across the curriculum.
They make links with their previous learning.
Teachers follow a well-embedded structure to lessons, which is based on educational research. They review whether pupils have learned and understood what they have taught.
Teachers use this information effectively to identify and address where pupils may have gaps in their knowledge.
The school has highly effective processes to identify and support pupils with special educational needs and/or disabilities (SEND). Staff expertly adapt the delivery of the curriculum.
The school works well with external agencies to ensure that pupils receive high-quality support promptly. As a result, pupils with SEND achieve exceptionally well.
The school recognises the importance of learning to read.
Well-trained staff deliver the phonics programme effectively, which begins as soon as children start school. Staff swiftly identify any child who is not keeping up with the phonics programme. The school puts appropriate support in place so that these children develop secure reading knowledge and become confident, fluent readers.
The school promotes pupils' love of reading in a vast number of ways, beyond simply English lessons. As a result of this healthy reading culture, pupils are enthusiastic about the work of playwrights, authors and poets.
The school has shaped the curriculum carefully to make sure that children in the early years learn and achieve well.
Activities are deliberately designed to develop children's vocabulary, language and communication skills. They have ample opportunities to develop their foundational knowledge. Adults support children with SEND extremely well, particularly when moving from one lesson to another.
Children show high levels of engagement and concentration and are well prepared for learning in Year 1.
The curriculum also supports pupils' personal development. In subjects such as physical education, art and design and music, for example, enrichment and extra-curricular activities enhance the core offer significantly.
Beyond lessons, pupils are encouraged to take part in activities that develop their self-esteem. This might be playing an instrument in the community concert, creating artwork for council exhibitions or learning basic first aid to help others. Pupils benefit from opportunities to take on leadership roles and have a voice in school.
Pupils who take the roles of 'subject ambassadors' work with staff to develop lessons.
The school provides excellent support to ensure that pupils develop their character and the skills needed for life in their local community and modern Britain. Pupils have a deep understanding of, and respect for, the differences between people and communities.
They develop feelings of empathy and have a true sense of belonging, being proud to be a member of their school.
Pupils are taught the difference between right and wrong. They behave impeccably.
Pupils are courteous to each other and adults. They are taught how to articulate their thoughts and feelings effectively. The school is unwavering in its efforts to ensure high attendance among its pupils.
The governing body ensures that school leaders are accountable for providing a high-quality education for all pupils. They carefully monitor the developments within school. They communicate in a purposeful manner with parents and carers.
Staff appreciate the meaningful way in which leaders engage with them in a solution-focused manner. They appreciate the efforts of leaders to support their well-being, including through the staff choir that performs for pupils and parents.
