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Pupils are very happy to come to school. They arrive in the morning excited, ready to learn and try their best.
Pupils achieve well in most subjects. Pupils are polite and kind towards each other. They demonstrate the school values of wisdom, hope, dignity, forgiveness and community.
Pupils appreciate the wide range of clubs on offer, such as cooking, choir, drama and sports. They are proud to represent the school in competitions and cultural events. All pupils know that they will have the opportunity to participate in school activities and visits, especially the residential trip.
This is because the school staff work hard to make sure everyone is included....r/> On the playground, older pupils make sure younger pupils have fun, organising games and activities for them. Bullying is very rare, and when it happens, pupils know that staff will deal with it promptly and sensitively.
Pupils feel safe and know who they can talk to if they have a worry or concern.
Pupils understand the importance of working together positively. They quickly learn how to manage their own behaviour because staff help them to do this.
Pupils learn about and respect others who are different to them.
What does the school do well and what does it need to do better?
Leaders are determined that every pupil will learn to read and have made this a priority. They have invested significantly in books and training for staff.
Pupils in early years are taught new sounds, systematically building on those learned previously. Pupils who are falling behind and pupils with special education needs and/or disabilities (SEND) are identified quickly and receive swift, targeted support. By the end of Year 1, most pupils have the phonic knowledge they need to be able to read at a standard appropriate for their age.
Older pupils enjoy selecting texts and reading about families and cultures that differ from their own.
Leaders have been meticulous in identifying the knowledge they want pupils to learn across the curriculum. As a result, pupils, including those in early years, develop their skills and understanding in each subject area.
The context of the school and its community have been carefully woven into programmes of study. In history, for example, pupils complete projects linked to the local canal and the papermill origins of the school's founder.
In many subjects, pupils in key stages 1 and 2 develop a broad range of vocabulary linked to their learning.
In some subjects, however, pupils do not know with clarity vocabulary that will help them build on previous learning and what the expectations are for the finished task. This means that in these areas of the curriculum, pupils do not always build on what they have learned before or confidently complete work with a high level of pride in the outcome.
Pupils with SEND follow the same broad curriculum as their peers.
Teachers skilfully adapt activities where necessary so that pupils with SEND access the curriculum. Pupils build well on what they know and can do. Parents and carers are rightly positive about how well pupils with SEND are cared for and supported.
Leaders have carefully identified what they want children to know by the end of the early years. Most children achieve well. Staff have created an interesting and well-organised learning environment.
Children settle well into routines and enjoy role play and construction activities. Occasionally, some children only develop a basic understanding of the activities that have been planned for them. This is because sometimes adults do not make full use of opportunities to ask questions or extend children's vocabulary and understanding.
Adults manage behaviour consistently and fairly. The story of 'The Good Samaritan' is threaded through much of the school's pastoral work. Pupils are well behaved and supportive of each other.
They value friendship. Pupils have an excellent understanding of values such as democracy. This is enhanced through democratic voting for leadership roles in school and visits to the Houses of Parliament.
Staff are proud to work at the school. They appreciate leaders' consideration for their well-being and the support they receive to develop professionally. This includes those staff at the very start of their careers.
Governors have a strong strategic vision for the school. They have a very secure understanding of the school's strengths and priorities for development, check the work of the school regularly and challenge leaders appropriately.
Parents and carers hold the leaders and staff in high regard.
The arrangements for safeguarding are effective.
Leaders ensure that staff receive regular safeguarding training and that the appropriate recruitment checks are made. All staff know how and when to report safeguarding concerns.
Leaders respond swiftly to concerns, referring these to external agencies when appropriate. Leaders are tenacious in ensuring that these agencies help to support the most vulnerable pupils effectively.
Pupils learn how to keep themselves safe.
For example, they learn about road safety and how to keep themselves safe online. Pupils can speak to a trusted adult if they have a worry or concern and know that they will be listened to and supported.
What does the school need to do to improve?
(Information for the school and appropriate authority)
• In some areas of the curriculum, although important subject vocabulary has been identified, pupils do not consistently know or remember it.
This means that pupils sometimes struggle with the important words they need to link what they have learned previously with current learning. Occasionally, in some subjects, pupils' work does not match the standards they achieve or that teachers expect in other areas of the curriculum. Leaders should ensure that staff check that pupils fully understand the vocabulary they have learned before they move on and that consistently high expectations for completed tasks are in place.
• In the early years, when children are involved in some activities, adults do not always use opportunities to extend children's knowledge of vocabulary and develop their understanding. This means that on occasions, some children do not learn as much as others during this time. Leaders should make sure that adults working with children in the early years routinely use teaching approaches and questioning to better guide learning and develop vocabulary.
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