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Pupils feel truly cared for in this highly inclusive school.
There is a strong sense of community. Everyone helps each other to live the school motto and, 'Be the best they can be'. Staff notice and celebrate pupils' unique talents and qualities.
Expectations are high and pupils achieve well.
The school's values permeate all areas of school life. The values drive the school rules, which are clear and fair.
Staff are kind to pupils and act on what they say. This kindness reflects in the way pupils behave in class and towards one another.
Pupils value the extensive opportunities they receive at the school.
They are all encouraged to t...ake on leadership roles. These include being peer mediators on the playground and school council members. This helps pupils show initiative and make decisions for themselves, while also considering other people's views.
Staff celebrate pupils' achievements in many distinct aspects of school life. These include sports competitions and projects about how to succeed in business.
What does the school do well and what does it need to do better?
The curriculum is broad and ambitious.
The school identifies the important knowledge and vocabulary pupils need to know from Reception through to Year 6. In most subjects, the curriculum requires pupils to re-visit and re-use knowledge that they have learned previously. This means all pupils, including those with special educational needs and/or disabilities (SEND), know and remember more over time.
Across the school, vocabulary development is prioritised. Teachers ensure that pupils have understood key words before teaching new knowledge. For example, in science pupils were learning about the digestive system.
They could confidently use vocabulary such as 'oesophagus' to describe it.
In most subjects, teachers use assessment to inform future teaching and deepen pupils' learning. In a small number of subjects, pupils learn less well.
Assessment is not used to analyse gaps in pupils' knowledge over time and adapt teaching accordingly. As a result, children do not learn as well as they could in these subjects.
Throughout the early years and key stage 1, informed and efficient teaching builds pupils' knowledge of letter sounds and words.
By the time pupils move into key stage 2, most read well for their age. Those who need further practise receive regular support to help them catch up. In addition to reading lessons, staff regularly read aloud to pupils.
The school has thought carefully about the range of books that they read to pupils and how staff can make connections between books and other areas of the curriculum. For example, one book was used to help pupils learn more about equality in both history and English lessons. This helps pupils strengthen their understanding across the curriculum.
The school provides exceptional opportunities for pupils' wider development. Pupils develop an understanding of what it means to be a responsible citizen. For example, pupils work with local charities to raise money and use money to create and sell their own products.
This helps them develop their empathy. The school ensure that all pupils have the chance to benefit from the wide range of clubs and opportunities on offer, such as chess, football, and choir. All pupils get the chance to develop their leadership skills.
All pupils vote to decide who will be on the school council and a peer mediator. This helps pupils to understand what democracy is and the impact their vote can have.
Exceptional relationships develop between staff and pupils.
Pupils feel very safe and able to tell staff when something is worrying them. Most pupils attend school regularly and on time. If anyone misses too much school without good reason, leaders provide appropriate support.
The school also provides effective support for pupils with SEND. Staff swiftly identify and address pupils needs and then check on the impact actions have had on pupils' progress and welfare. As a result, pupils with SEND achieve well.
The school fosters strong relationships with parents. There are opportunities for parents to come into school, so that children can share their learning with them. This means that parents know what is taught.
Staff have regular training and share practice with other schools in the trust. Leaders treat staff fairly and workload expectations are reasonable. As a result, staff are motivated and focused on improving further.
Governors know the school well and use this knowledge to challenge and support leaders. Consequently, the school continues to improve.
The arrangements for safeguarding are effective.
What does the school need to do to improve?
(Information for the school and appropriate authority)
• In a few subjects, assessment is not used effectively to identify and close gaps in pupils' learning. Consequently, not all pupils remember the important knowledge that they need to be ready for the next stage in their learning. The school needs to ensure that teachers in all subjects use information about what pupils remember over time to adapt future teaching.
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