This is a school at the heart of its community. Pupils feel safe and valued. They are welcoming and very helpful. Pupils are proud to attend their school. They are proud of the brand-new outdoor play area. Positive relationships exist between staff and pupils. Leaders and staff want every pupil to ‘aim high and be a star’ in all areas, which is the school’s motto. Pupils rise to these high expectations. The motto is supported by the school’s ‘big 5 values’, which include ‘bouncebackability’. Pupils speak confidently about how these values link to all aspects of school life. There is a calm atmosphere around the entire school. Behaviour is positive and pupils get along well with each other. They value friendship. Pupils say that there is very little bullying at the school. They say that if it does happen, staff deal with it straight away. Parents and pupils value the school’s wide range of after-school clubs and off-site visits, especially the residential trip to France. These contribute to making pupils’ learning relevant and interesting. Parents speak positively about the schools’ welcoming, family atmosphere. Pupils say, ‘Our school is one big family and we all help each other.’ What does the school do well and what does it need to do better? Most of the curriculum is very well planned. Links are made to the local area. This makes pupils’ learning more relevant. In most subjects, teachers are clear about what pupils need to learn in each term. This helps teachers to build on what pupils have learned before. In these subjects, pupils remember what they have been taught. Their knowledge and skills build well from year to year. Standards achieved in national tests in English and mathematics are often above the national average. In design and technology, art and computing, the sequence of learning is not as well planned. Lessons are not always connected and do not always build on pupils’ previous learning. At times, teachers have to backtrack and fill gaps in pupils’ knowledge. In these subjects, pupils do not remember what they have been taught as readily as in other subjects. Leaders are aware of this. When children join the Nursery and Reception classes they are ready to learn. This is because the school works closely with families, even before their children start school. Children learn lots of new things quickly due to effective teaching. Activities build on what children already know. Children are cheerful, confident and enjoy speaking to visitors. Their language skills are well developed. Children feel safe and are confident to take calculated risks. Staff are encouraging and helpful. The classrooms and outdoor areas are colourful, well resourced and support learning. Strong relationships exist between the staff and the children. Teachers plan and deliver lessons that make learning interesting. They have good subject knowledge. They explain new ideas clearly in ways that pupils understand. Teachers and teaching assistants use questioning well to check and deepen pupils’ understanding. In most cases, work set is matched to pupils’ needs. Pupils with special educational needs and/or disabilities (SEND) are supported well. However, the work set for the most able pupils does not always challenge and support them effectively to improve their writing skills. Staff place a very high priority on reading throughout the school. As a result, pupils read confidently and with expression from an early age. Most pupils have developed a love of reading and they enjoy sharing stories. Staff teach phonics well and provide extra help for any pupils who fall behind. Pupils behave well in lessons and they are keen to learn. Staff manage behaviour well across the school. Pupils trust staff and are confident to go to them for help. Staff take great care of pupils. Pupils take on positions of responsibility within school, such as prefects and playground leaders. They have a clear understanding of how our country is governed and they relate this to the school’s academy parliament. From an early age, pupils learn about healthy eating and the importance of exercise. Leaders, teachers and support staff form a committed and close-knit team. The school is well led. Pupils are at the heart of all decisions. Staff appreciate the guidance and support that leaders provide. They agree that leaders consider their workload and well-being. Trustees are committed to helping the school provide the best possible education. They support and challenge school leaders to bring about improvements. They make checks on how well subjects are taught. However, they are currently less confident checking some subjects than they are with checking English and mathematics.