The headteacher and her team have created a school in which members of the school community, as the mission says, are ‘All Different, All Valued’. Pupils are happy and very well cared for. They enjoy coming to school. Pupils say that bullying is rare. They say that it does occur, including name-calling. However, when this happens, staff deal with it effectively. Pupils behave well in lessons. Leaders have set high expectations for what pupils should achieve in a range of subjects. They have considered the local area and the views of the pupils when designing the curriculum. Pupils are very positive about their learning. They like the teachers and other adults who help them. Pupils want to do well. They try hard in lessons. Pupils have great opportunities to take part in sport and outdoor activities. They enjoy the wider range of after-school clubs and visits. This includes the busy breakfast club. The successful summer ‘Healthy Holiday’ programme the school runs is very popular with families. Staff, pupils and parents are all very positive about the school. One parent said, ‘The staff at High Bank have always been very supportive. I couldn’t ask for a better school. It’s like being part of one big family.’ What does the school do well and what does it need to do better? Leaders, including governors, are determined that all pupils, including pupils with special educational needs and/or disabilities (SEND) and disadvantaged pupils, achieve as well as they can. Teaching in subjects such as reading, mathematics and history is well planned. Over the last two years, pupils’ achievements have improved in these subjects. Leaders have introduced effective assessments to check that pupils are remembering the important knowledge across subjects. Across the curriculum, most lessons are well sequenced to develop pupils’ knowledge. For example, in a history lesson Year 6 pupils talked confidently, and in some depth, about the concepts of censorship and propaganda during the Second World War, because of what they had learned earlier. The teaching of mathematics is also very strong. Work in pupils’ workbooks shows that pupils use what they already know to deepen their understanding. Young children make a prompt start when learning to read. Trained staff have the skills to teach phonics well. Teachers build pupils’ knowledge in small steps. Where pupils fall behind, adults support them to catch up quickly. Pupils talk enthusiastically about stories they have listened to. The books pupils read are matched to their reading knowledge. This develops pupils’ confidence and motivation in reading. Children in the early years enjoy a stimulating learning environment. They become curious and independent learners. Staff make the most of the indoor and outdoor areas to develop children’s knowledge, understanding and skills. Children enjoy the activities staff plan for them. While playing, children develop their social skills as well as their ability to read and count. Teachers ensure that they support pupils with SEND in their classes well. Adults spend time with pupils who need extra support to ensure that they keep up. As a result, pupils with SEND achieve well. Leaders make sure that all pupils can take part in all the activities on offer, including the many after-school clubs. Staff apply the school’s behaviour policy consistently. They use praise appropriately when pupils are meeting the school’s expectations. Pupils behave well in lessons. They listen attentively and work hard. Behaviour at lunchtimes is positive, yet a little more boisterous at playtime. Leaders use exclusions as a last resort. The number of exclusions has fallen in the last year. Pupils’ attendance has improved. It is higher than that of other schools nationally. Pupils state that bullying happens but is rare and dealt with promptly by staff. Leadership is strong at all levels. The headteacher has brought about great improvements to all aspects of the school. Well-considered plans for further improvement are in place. Governors know the school well and hold leaders to account. They visit often to find out how the school is developing. Leaders take account of staff workload and well-being. Responses to Ofsted’s staff survey, Parent View, were very positive. Leaders and staff have taken determined action to engage with parents and the community. The headteacher and staff are highly visible at the start and end of the school day. Weekly newsletters and the use of social media help parents know what is being taught. Workshops help parents know how to help their child learn at home. Parental confidence in the school is high. The vast majority of parents who completed Ofsted’s survey, Parent View, would recommend the school.