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The school's vision to 'balance excellence with compassion' is placed at the heart of the school's work.
Pupils love coming to school. Their attendance is consistently high. The school provides an exceptional quality of education, typically starting with a 'hook' to capture pupils' interest and ending with a celebration assembly of their learning.
Pupils are highly committed to their learning. They show very high levels of concentration and complete their work to a high standard. The rich curriculum that pupils receive results in them achieving exceptionally well and becoming strong, responsible and mature individuals.
Pupils feel safe and behave very well. W...hile bullying is very rare, it is dealt with promptly and swiftly. The opportunities for personal development enable pupils to develop a passion and hunger for learning and to strengthen their character.
The school provides a vast range of extra-curricular activities and visits that engage pupils well. The school ensures that these opportunities are available to all, regardless of any disadvantage. Leaders work closely with the wider community in supporting children's learning and fundraising for charitable causes.
What does the school do well, and what does it need to do better?
Leaders have embedded a highly ambitious curriculum that is consistently implemented across the school. Children in the early years benefit from tasks and activities that meet their needs and extend what they can do. Across subjects, the curriculum is set out in a sequenced and structured order.
Teachers have exceptionally strong subject knowledge. This is strengthened further by expertise from specialists. For example, a specialist physical education (PE) teacher works alongside staff in the delivery of this subject.
In Year 4, pupils learn different types of netball passes and use these skills in different game situations.
Teachers sequence learning carefully, and they skilfully ask a wide range of questions, enabling them to check pupils' knowledge and understanding. Teachers use the information they gain from this assessment with accuracy and precision.
They identify misconceptions and intervene quickly so that pupils have no gaps in their learning. Pupils with special educational needs and/or disabilities are identified quickly and supported very well by staff. Teaching is adapted to the needs of all pupils.
Consequently, the quality of pupils' work is exceptional, and pupils achieve extremely well in a range of subjects. Pupils are able to recall their learning over time.
Pupils love reading.
In the early years, children receive highly structured sessions to develop their ability to read fluently. Throughout the curriculum, leaders have deliberately structured the activities and learning to promote reading. Pupils attain very high levels of reading.
Pupils behave very well in school. Across the three sites, there is a consistent and calm focus on learning in lessons. The behaviour policy is implemented consistently and fairly, ensuring that pupils feel safe and self-regulate their behaviour.
Children in the early years learn to cooperate with each other very well, taking turns to play with equipment. On the junior site, the 'forest' area is well received, with pupils participating in games or other activities. Pupils comment that bullying is very rare.
If it does occur, staff deal with any issues clearly and sensitively, with any consequences for actions implemented fairly.
Leaders have carefully constructed a well-thought-out and balanced personal, social and health education programme that enables pupils to thrive and be fully aware of a range of important issues. Older pupils have a strong awareness of the need for tolerance and respect for others.
They appreciate that different types of families exist. Pupils are kind and respectful towards each other. Many pupils participate in extra-curricular activities, including sports, music and crafts.
The school has focused on the impact of climate change and through this work provided several opportunities for pupils to learn about South Africa. Pupils have also been involved in raising funds to provide a minibus for the wider community they support.
Leaders have created a harmonious environment for learning and for staff to be supported.
Staff comment on how leaders have carefully balanced the workload for staff and the significant opportunities for their professional development. Leaders, including in the early years, have strong oversight and have ensured that the curriculum is well set out, implemented and checked. Leaders engage with the community very well.
For example, when the middle site library was flooded, a team of volunteers rapidly assisted with the clean up. The governing body is highly effective in supporting and challenging the school in its work.
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