Pupils are proud to be part of Landywood Primary School. They talk enthusiastically about school, telling the inspector that their school is ‘literally the best’. Leaders put pupils at the heart of all they do. The Landywood ‘rainbow respect values’, which include resilience, empathy and self-awareness, are known and understood by pupils of all ages. These run through every aspect of school life. Pupils learn from visiting members of the local community by listening to them talk about their experiences. Recently, visitors from the Armed Forces spoke about the meaning behind the wearing of a poppy. Pupils are enthusiastic about the extra activities and experiences that go on outside the classroom. Staff constantly look for ways to nurture, develop and celebrate pupils’ talents. School displays are testament to this culture. Pupils are unfailingly welcoming and polite. They behave very well both in lessons and during lunch and playtimes. Pupils have a clear understanding of what bullying is. They told the inspector that it is seldom an issue and if it does occur staff members deal with it quickly. Leaders are very ambitious for pupils. They make sure all pupils are armed with the skills they need to succeed in life. Most parents share this view, with one stating, ‘They really couldn’t do any more.’ What does the school do well and what does it need to do better? Leaders, staff and governors are united in their ambition to provide the best possible education for all pupils. The design of the curriculum reflects this ambition and considers the needs of all pupils. Leaders possess a wealth of subject expertise. They have used this expertise to construct a well-planned and coherent curriculum in all subjects. Leaders have thought carefully about the knowledge pupils need to know and understand. They have outlined the order in which pupils will learn this knowledge from the early years to Year 6. This helps leaders and teachers to plan learning that builds on what pupils already know. For example, in music, pupils learn to read musical notation with confidence and play a wide range of instruments with increasing accuracy. Pupils also participate in concerts that showcase the learning from their music lessons. Leaders have ensured that the mathematics curriculum is mapped out carefully. This means that teachers know what pupils need to learn and in what order. Additional adults provide excellent support during lessons. They quickly identify pupils who need to catch up, and provide them with effective support. Pupils have a firm grasp of mathematical knowledge and make use of their learning to solve more complicated problems. This helps pupils to deepen their understanding over time. Leaders have done much to promote a love of reading. Pupils talk enthusiastically about books they have enjoyed. Leaders have implemented a reward system to encourage pupils to read more widely at home. Children start to learn phonics in Nursery. Adults help children to develop their language and communication skills from their very first days at school. Pupils are articulate and use complicated language. More recently, leaders have introduced a new curriculum for early reading. They are still refining their approach so that staff consistently implement it well. Teachers check pupils’ phonics knowledge regularly. By the end of Year 2, most pupils can read fluently and with understanding. However, a small number of pupils are given books that are too difficult or that do not match their phonics knowledge. This gets in the way of them becoming confident and fluent readers. Pupils with special educational needs and/or disabilities (SEND) are well supported. Leaders work with teachers, parents and external agencies to make sure pupils get the support they need. Staff make appropriate adjustments so that pupils with SEND can access the same curriculum as their peers. Efficient systems and effective support mean that pupils with SEND achieve well. The headteacher, along with his senior team and governing body, are determined that all pupils will succeed. School staff embrace this vision. They value and appreciate the guidance and support leaders provide. All staff say they have received excellent training that has helped them to reflect on how pupils learn best. Leaders and governors prioritise personal development. They plan a range of experiences across the curriculum to ensure pupils make a positive contribution to their school and local community. Pupils are well prepared for their next steps in education. They talk enthusiastically about the wide range of ambassadorial roles that are available and the additional activities they enjoy.