Pupils at Church Hill Junior School are encouraged to ‘let your light shine’. They are taught about how to become caring, responsible and respectful members of their school community. Leaders have high expectations of what they can achieve, both academically and personally. The result is a happy, calm and purposeful learning environment where pupils flourish. Pupils love coming to school. They think that their school is the best school. They say that their teachers are fun and kind. They say that they feel safe at school. Every child is confident that the grown-ups in school will help them if they have a problem. Pupils love the house system that leaders have developed to reward good behaviour and hard work. Every pupil is proud of the house they belong to and love the healthy competition to be the winning house. Pupils’ behaviour is exemplary as they work and play together. Staff and parents and carers agree that Church Hill Junior School is a school that puts its pupils first. Staff say that Church Hill is like a second family. Parents are positive about the work of the school. One parent said: ‘They are always there for us.’ What does the school do well and what does it need to do better? The school’s curriculum is broad and ambitious for all pupils, including pupils with special educational needs and/or disabilities (SEND). Curriculum plans have been written for all subjects. These plans identify the key knowledge that pupils need to know and remember. Curriculum leaders have made sure that new knowledge builds on prior learning. In a very small number of subjects, plans do not precisely identify the knowledge that pupils need to learn to reach the intended outcomes. Leaders have developed a systematic approach to the teaching of reading. Staff have received appropriate training. They provide expert support to help pupils become confident readers. Pupils who need to improve their fluency or ability to read at speed get the help they need. Teachers use a wide range of texts to develop pupils’ comprehension skills. There is a focus on vocabulary choices. For example, Year 6 pupils could discuss how an author had successfully dehumanised the characters by using different words. Story time is a daily event. Teachers choose books that will help pupils to understand lives and cultures that are different from their own. Mathematics is well planned and taught. Subject leaders have developed a ‘ping-pong’ approach. This is where teachers model new learning, which is followed by opportunities for pupils to practise what they have been taught. Pupils routinely use practical resources to help them with their work. Pupils are highly engaged in their learning and relish challenge. Teachers regularly assess how well pupils are learning in English, mathematics and science. This is to identify where they may have gaps in their learning. Pupils with SEND are identified quickly and provided with the help they need. However, the school has not yet developed a consistent system for assessing foundation subjects. Leaders know that this should be a priority for the school. Pupils’ personal development is driven by leaders’ ambition that pupils will be the very best they can be. The school’s charter sets out an exceptionally well-planned range of opportunities for pupils. This includes a visit to the theatre and learning basic first aid. Pupils also participate in a wide range of sports. They learn how to manage finances and are proud of the work they do to raise money for charity. Teachers use the outdoors to inspire pupils to learn. For example, Year 5 pupils made a visit to a fox’s den on the school site linked to their class text, ‘Little foxes’ by Michael Morpurgo. Governors, staff and pupils speak highly of everything the school has achieved. They have worked closely together through the challenges presented by the pandemic. Staff say that leaders care about their well-being and do all they can to make sure their workload is acceptable.