Hatch Ride is a caring and happy school. Pupils and staff love being part of the close-knit, supportive community. They value each other and welcome individuality. Pupils behave exceptionally well and play together harmoniously. Bullying is rare but, if it does occur, it is dealt with quickly and effectively. Pupils are eager to learn because teachers make lessons engaging and motivating. Pupils rise to leaders’ and teachers’ expectations and make good use of the support they are offered. Pupils, staff, parents and carers appreciate the wonderful grounds at Hatch Ride and make creative use of these. Pupils enjoy the many extra-curricular activities on offer, such as the chess club, choir and recorders. They are very fond of the rescue chickens and enjoy reading to them. Healthy Mind Week was running during the inspection and pupils were enjoying and learning from the many activities arranged for them. Leaders are ambitious for pupils to succeed academically and personally. They communicate this successfully to parents. Parents are very positive about the experiences their children have. One parent summed up: ‘I cannot express how happy we are with the standard of education and care at Hatch Ride.’ What does the school do well and what does it need to do better? Leaders and teachers are passionate about pupils learning to read. The recently introduced phonics programme builds on previous learning. Staff confidently and expertly ensure that pupils swiftly learn to read fluently. Any weaker readers receive the right support to help them catch up, while maintaining their excitement in stories and books. All pupils enjoy being read to by their teachers; however, some older pupils are less engaged when reading alone. Leaders are in the process of devising an ambitious curriculum that develops pupils’ knowledge in a systematic manner. Some areas, including English and mathematics, are well established and teachers ensure that new learning builds on what pupils have learned before. For example, pupils in Year 2 are quick to apply their previous learning around number sequencing, direction, fractions and the five times table to their new learning about telling the time. Leaders know that the curriculum is not as well developed in some foundation subjects. In these subjects, although there are some well-planned and engaging sequences of lessons, leaders have not yet fully considered and sequenced the knowledge and skills that pupils will learn over time. As a result, learning is not consistently built on throughout the school. Leaders are rapidly establishing improved sequences of learning that build on pupils’ previous knowledge towards a clearly defined end point. This work has been unavoidably slowed by the COVID-19 pandemic and by staff absence more widely. Staff are well trained to identify pupils who are falling behind. They are quick to seek advice and then work closely with the special educational needs coordinator to put in place appropriate interventions. Staff who support individual pupils show sensitivity to their needs and also provide opportunities for pupils to develop their independence and resilience. Children in early years get off to the best possible start. They are well supported by an enthusiastic and skilled team of adults. They are keen to share their learning about understanding the world and use advanced vocabulary to explain climate and its impact on plants and growing. In the English and mathematics, the children’s sound understanding is built upon throughout the school. This allows children to make rapid progress in these areas. School leaders are supported by a passionate local governing body. Governors know that COVID-19 has stalled improvement in some areas of the school but proudly recognise the dedication and hard work of senior leaders during these times. Governors have a good grasp on where the school is in terms of development and are keen to support leaders further. The use of clear expectations and routines ensures that all pupils behave well. Where pupils find this more difficult, behaviour plans and support are in place to help them to regulate and be ready to learn. Low-level disruption is rare. The vast majority of pupils focus in class and engage with the learning. Pupils recognise that when inappropriate behaviour does occur, adults will sort it out and parents will be informed. Leaders plan carefully for pupils’ wider development. Pupils learn to respect and care about others through their involvement in whole-school activities, such as sharing assemblies and through collecting for national and local charities. Pupils are taught to understand right from wrong and are keen to make sure everyone is included. Staff are happy at Hatch Ride. They have formed a strong team and are very complimentary about leaders’ support in managing their workload and supporting them professionally and emotionally. Staff are proud to work at this inclusive, caring school.