Cavendish Close Infant School is a nurturing and caring school. Pupils are happy here. They like their teachers and the other pupils. They say that ‘everyone is kind’. Pupils trust the adults in school. They feel safe. They do not worry about bullying. Pupils are certain that a grown-up will help them if they are worried or upset. Leaders want every pupil to do as well as they can. Inclusion is at the heart of the school’s work. The needs of all pupils are considered. Pupils with special educational needs and/or disabilities (SEND) are given the help they need to be involved in every aspect of school life. The provision for pupils with SEND is a strength of the school. Teachers have high expectations of pupils’ behaviour. Right from the start of school pupils learn to get along together. They listen well in lessons. They work hard. Good manners are valued. Pupils say ‘thank you’ without prompting when someone helps them. Pupils are rightly proud of their school. They describe it as ‘amazing’ and ‘the best’. Parents are also unanimously positive about the school. One parent commented: ‘The school settles for nothing less than the best for all of the pupils.’ What does the school do well and what does it need to do better? Leaders have designed an ambitious curriculum. Starting in the early years, curriculum plans identify what pupils will learn and when. Leaders have ensured that pupils build their knowledge up layer by layer. For example, Year 2 pupils in art and design were mixing powder paint with great care to create shades of blue. Pupils were able to do this with precision because they remember what they have been taught in previous lessons. Subject leaders have developed a ‘practice guidance’ document, which provides teachers with important information about each subject. Teachers have good subject knowledge. They match the activities closely to the knowledge that pupils need to learn. They use appropriate resources. In some lessons, teachers check that pupils remember prior learning. However, this is not systematic. Leaders have not agreed a consistent approach to how teachers check that pupils are remembering what they have been taught across the curriculum. Reading is a priority. Leaders have identified ‘core books’ for each year group that pupils read regularly. Pupils often identify these texts as their favourite books. Teachers also read books which link to the class topic. ‘Character books’ are used to teach pupils about everyday issues. For example, in one story time, pupils were reading a book which helped them to understand how families can be different. Pupils learn phonics as soon as they start at school. The teaching of phonics follows a well-organised programme. Teachers check that pupils are remembering new sounds. They use this information to identify pupils who are not keeping up. These pupils receive extra help. Teachers match books pupils read to the sounds they know. There is a consistent approach to the teaching of mathematics. Teachers explain new concepts well. Pupils use practical resources to support their work and are given time to practise new learning. Assessment is used to identify where pupils may have misconceptions or gaps in their learning. While assessment is effective in the core subjects, leaders have not developed a consistent approach to how pupils’ learning is assessed in subjects other than English, mathematics and science. Leaders have identified the characteristics they want pupils to develop. ‘Star expectations’ are displayed around the school. Pupils are provided with a wide range of activities and experiences beyond the academic curriculum. Pupils have the opportunity to plan school events. Currently, the school council are planning a celebration for the Queen’s Jubilee. Pupil well-being is given the highest priority. Pupils learn to recognise different emotions. They know how to ‘find some words’ to explain how they are feeling. This allows them to get the help they need. As a result of the school’s work, pupils are well prepared for each new stage in their education. Governors know the school well. They are knowledgeable about the school’s strengths. They work closely with leaders to continue to improve the school. They hold leaders to account effectively. Staff are proud of the school. They are a happy team. They say the headteacher has created a caring and supportive working environment. Staff agree that their workload and well-being are considered.