Pupils enjoy school. They grow into confident, resilient and kind young people because of the nurturing and welcoming environment at Linslade Lower School. Pupils say people should try to be ‘honest’ and ‘respectful’ and say it is always important ‘to be yourself’. Pupils’ behaviour is calm and focused during lessons and at breaktimes. Pupils say they feel safe and that bullying, although it rarely happens, is dealt with effectively by adults. Pupils across the school enjoy reading and listening to stories. Most pupils learn to read fluently and with expression. Those who have fallen behind are supported to catch up quickly. Pupils who sometimes find learning difficult, including pupils with special educational needs and/or disabilities (SEND), receive appropriate support to help them access the curriculum alongside their classmates. Pupils enjoy an exciting curriculum that they talk about with enthusiasm and passion. Parents use words such as ‘amazing’, ‘incredible’ and ‘fantastic’ to describe the school and its staff. One parent’s comments were echoed by many when they said, ‘Linslade Lower provides a nurturing, supportive, inclusive learning environment that advances both my child’s academic and wider personal education. A fantastic school!’ What does the school do well and what does it need to do better? Leaders understand the school community. They have considered the important things they want pupils to know and to be able to do by the time they leave the school. They have embedded a curriculum that ensures that pupils experience a good quality of education. Children in early years develop a love of stories and reading as soon as they start school. Very skilled adults know how to extend children’s vocabulary and knowledge through play and purposeful interaction. In key stage 1, pupils continue to build on their vocabulary in their phonics sessions. Teachers help pupils practise their new sounds across curriculum subjects. For example, in Year 1, pupils learn sounds that link to words relating to their history topic. As a result, pupils across the school gain a wide range of vocabulary. Leaders have prioritised learning in significant aspects of English and mathematics. This is making sure that pupils who have been most affected by the pandemic catch up on the important knowledge and skills they need in mathematics and writing. Pupils build on their knowledge and skills in mathematics and English as they move through the school. By the time they reach Year 4, most pupils can choose from a range of strategies in mathematics and English to help them apply their learning in more complex ways. However, in some year groups, a few pupils do not receive enough opportunities to practise their writing skills so that they are as secure as their peers in these strategies. In subjects other than English and mathematics, pupils talk about their learning over time with great enthusiasm. Their knowledge of geography has deepened through their studies of the rainforest in Australia, and through a local study. Most pupils spoken with confidently ordered significant events over time. Some pupils are not as confident in the subject-specific skills they have been taught, such as the importance of historical texts and what can be learned from artefacts or people from the past, today. Support for pupils with SEND is strong. Pupils enjoy their learning and enjoy attending school. Leaders ensure that adults are well trained to deliver the emotional and academic support pupils need to achieve well. Pupils’ personal development is a vital aspect of the curriculum and school life. Diversity, compassion and empathy are core values that pupils learn through the wide range of texts they study. Pupils learn about different faiths, learn to respect differences, and learn about the issues surrounding gender stereotyping and discrimination. Staff, governors and parents are proud to be part of this school community. Parents praise staff particularly for the support during periods of national lockdown and school closure. Governors visit the school routinely so that they can check leaders’ actions and challenge and support leaders effectively. In discussion with the headteacher, the inspector agreed that making sure that all the knowledge and skills they want pupils to learn are taught and learned across all year groups may usefully serve as a focus for the next inspection.