Everyone we spoke with said how much the school has improved over the past two years. Pupils told us that they really enjoy the school.
They said that teachers are nice, and if you feel worried you can tell an adult and they will help you. Pupils want to do well in school, 'so that you can get a good job.' Leaders work very hard to keep pupils safe.
There are times when not all pupils behave as well as they should in class. Pupils are learning to manage their behaviour, but they do not always succeed. Teachers' choices of activity sometimes lead to pupils not being fully engaged with their learning.
Pupils said that there had been some bullying in the past bu...t that they understand the consequences of this behaviour. Pupils told us that staff will help them if they feel worried.
Leaders have high expectations of all pupils.
Results have not caught up with these expectations yet. The structure and planning of lessons need to be more focused on what pupils know by the end of a unit of work. Pupils who have special educational needs and/or disabilities (SEND) are supported in their learning.
The school's learning resource base supports pupils with their communication needs.
What does the school do well and what does it need to do better?
Leaders, including those from the trust, are taking the school on a journey of improvement. The clear vision the trust has for this school is shared by school leaders.
They have organised the curriculum and policies to improve the education for pupils. Staff, pupils, and parents and carers commented that there has been an improvement at the school over the past two years. However, the work has not yet had an impact on the attainment of pupils by the end of Year 6.
Some pupils do not attain well enough or make the progress that they should. Teachers need to be more ambitious in what they expect pupils to do and achieve. Some subject leaders do not have a consistently clear picture of what is being taught in each class to ensure that pupils make the best use of their time.
Leaders have worked hard to give pupils opportunities to become more independent in their learning. However, some pupils disrupt others by talking or fidgeting. This disturbs not only their own learning, but also the learning of other pupils.
Pupils' behaviour around the school is generally polite and orderly. Pupils were observed opening doors for each other, and then each exchanging thankyous. Pupils play well with each other, and the behaviour in the playground was positive.
Historically the proportion of fixed-term exclusions has been high. Leaders have reduced this number. Leaders need to maintain this over time.
Pupils spoke positively about the opportunities they have for visits. The Year 6 pupils were able to recall key facts about the First and Second World War. The pupils' learning in this topic had been supported by a recent trip to the Imperial War Museum.
The work the school has done with UNICEF has developed staff and pupils' understanding of their rights and responsibilities. Pupils were able to tell me in detail how they were global citizens and advocates for fairness.
Staff were very positive about how the school supports them.
They said that the leaders provide them with opportunities to watch each other teach. They told us that changes have been made to reduce their workload. Teachers have pride in their school.
The teaching of early reading is well structured and organised. Pupils work in small groups, organised to meet their learning needs. Pupils learn phonics daily from the first days that they are in the school.
Stories, rhymes and shared reading are used to support this learning. However, some of the school's reading resources do not match pupils' reading ability well. This restricts some pupils from making strong progress with their fluency in reading.
Children in the early years are taught well. They have access to a well-considered 'learning garden' where they learn through active play. The early years leader has significant expertise.
She trains the staff in the nursery and reception classes well, and the results can be seen in the interactions these staff have with children. Many of the children enter the nursery with weak language skills, and leaders have focused the teaching to improve children's communication skills.
The school has a high number of pupils who have SEND.
The individual needs of these pupils are identified. Leaders ensure that appropriate support is in place for these pupils. Some pupils attend the school's specialist provision.
These pupils are well supported with their learning. Leaders have allocated considerable resources to this.
The arrangements for safeguarding are effective.
The principal and staff monitor closely pupils who are at risk. All staff have received training to know how to spot potential signs of abuse and neglect. Staff seek out support where it is needed to ensure pupils' safety and well-being.
A family liaison officer supports pupils and families in need.
Over the past two years, staff have worked hard to improve pupils' attendance. Leaders work with an education welfare officer to support parents with their children's attendance.
Pupils learn to keep themselves safe online through regular e-safety lessons.
What does the school need to do to improve?
(Information for the school and appropriate authority)
The school's curriculum is new. It is not implemented consistently well in all subjects.
Leaders need to ensure that the planned curriculum in all subjects is implemented consistently and effectively throughout the school. . There are signs that the number of fixed-term exclusions is decreasing.
This has been high in the past. The school has implemented a consistent policy for managing behaviour. Pupils know and understand this.
Work needs to be undertaken to ensure that activities in lessons meet the needs of pupils. This will help pupils to display positive attitudes to learning. .
Although the school's phonics programme is in place, some of the books pupils are given to read do not match the sounds they know. Leaders have recognised early reading is a priority. They need to ensure that resources for reading are well matched to pupils' phonic abilities to help them become fluent readers.