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Pupils are proud to attend this inclusive and welcoming school. They are polite and courteous. Pupils understand how the school's values help them to be kind, respectful and to work hard.
Parents and carers speak highly of the school's family feel, the care that staff show towards pupils and the support the school offers to military families.
Staff have high expectations for pupils' behaviour. Pupils understand the school rules and respond well to the routines that are in place, both in and outside the classroom.
This starts in the early years. Children listen to instructions, play well and respect one another. There is a calm and purposeful environment in cl...assrooms and around the school.
Pupils feel safe. They value the positive relationships they have with staff. Pupils trust staff to listen to them and help them with any worries or concerns they may have.
Pupils enjoy the wide range of visits and clubs on offer to them, such as netball, football, and choir. They value the opportunities they have to become members of the worship council, eco committee and school council. Pupils say these roles make them feel important and allow them to make a difference to their school.
What does the school do well and what does it need to do better?
The new headteacher and her staff have high expectations for what all pupils can achieve, including those with special educational needs and/or disabilities (SEND). Senior leaders understand what the school does well and where it needs to improve. They have created a curriculum that identifies precisely what pupils need to know and when they need to know it, from the early years to Year 6.
Leaders prioritise reading. Pupils read a range of texts with increasing accuracy and fluency. They say that reading helps them to create a picture in their minds.
Pupils enjoy listening to adults read stories, which builds their knowledge of diversity and inclusion. Children begin learning phonics as soon as they start school. They learn and remember new sounds well.
Books match the sounds that pupils are learning, which helps them to gain confidence. Staff benefit from the training they receive to teach phonics effectively. If pupils fall behind, they receive the support they need to help them to catch up quickly.
In mathematics, teachers provide clear explanations. They model mathematical vocabulary effectively. This means, for example, that children in the early years can describe patterns in number well.
Older pupils build on this. They confidently use their mathematical knowledge when reflecting shapes.
In some wider curriculum subjects, pupils' knowledge is less secure.
This is because assessment information is not yet used well enough to check on what pupils know and can do to plan future learning. This slows the progress that some pupils make. In addition, some subject leaders have had limited opportunities to check on their subjects.
As a result, they do not yet accurately understand how well pupils learn the intended curriculum.
Leaders are ambitious for what pupils with SEND can achieve. Staff know these pupils well and identify their needs accurately.
Pupils' plans are precise and regularly reviewed. Leaders work closely with parents and external agencies to ensure that pupils with SEND receive the help they need. As a result, these pupils learn the same curriculum as their peers.
Pupils show positive attitudes to their learning. In the early years, children take turns and are eager to learn. They encourage one another to set a positive example.
For example, a pupil confidently explained the importance of their role as a 'tidy inspector' and how this helps everyone to work together.
Leaders promote pupils' wider development well. They provide pupils with a wide range of opportunities, which align closely to the school's values.
Pupils have a good understanding of why trust and loyalty are important in a positive relationship. They talk confidently about fundamental British values, such as democracy and tolerance. Pupils develop their sense of character by taking part in the pupil parliament or by helping their school to become more environmentally friendly.
Governors, including those from the trust, are ambitious for the school. They hold leaders to account for their actions and carry out their duties effectively. Staff appreciate the way in which the new headteacher has brought about positive changes and is considerate of their workload.
All staff are proud to work at the school.
The arrangements for safeguarding are effective.
Leaders ensure that safeguarding is everyone's responsibility.
They provide staff with up-to-date safeguarding training. Staff use this well to spot the signs that may indicate a pupil is at risk and act quickly. Leaders work well with a range of professionals to ensure that vulnerable pupils and their families receive the help they need.
Leaders make the correct checks on staff to ensure they are safe to work with children.
Pupils know how to stay safe in the real and online world. They understand the importance of reporting concerns to a trusted adult and not sharing personal information online.
What does the school need to do to improve?
(Information for the school and appropriate authority)
• In some subjects, assessment is not yet used well enough to check that pupils have remembered the knowledge they have been taught and to decide next steps in learning. As a result, some pupils do not build their knowledge well enough over time. Leaders need to ensure that teachers use assessment effectively across all subjects and use this information to inform the planning of future learning.
• Subject leadership is not yet fully developed. As a result, leaders do not have a well-informed view of their subjects or know what impact the intended curriculum is having. Senior leaders must develop subject leaders' expertise to ensure that subject leaders have precise information about how effectively the curriculum is taught and how well pupils learn.
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