Pupils are being well prepared to be active and influential citizens in modern Britain. They learn about their responsibilities to care for planet earth and the life it sustains, including considering the part they play in this. Pupils feel safe in school, and they are confident about seeking adult support if they need it. They enthusiastically explained how new routines have improved behaviour in the school. They said that bullying incidents are unlikely, but they know adults will listen and help straight away. Pupils follow a curriculum that is designed to help them succeed so they are prepared for the next stages of their education. There are no limits to what pupils can achieve. They are encouraged to make links between the concepts they are learning about and the wider aspects these connect to. Lordship Farm is a community where pupils develop confidence in their voice, to champion the issues that matter to them. For example, pupils’ determination to influence catering teams to introduce ‘meat-free Mondays’ is having an impact across the region. Pupils are taught to hold a secure belief that they can change the world if they want to. Pupils embody the message displayed in the hall: ‘You are never too small to make a difference.’ What does the school do well and what does it need to do better? Leaders have designed a broad curriculum that inspires pupils to learn. They have thought about the important knowledge pupils need, and about the important qualities and attitudes that need to be nurtured along the way. Teachers have secure knowledge in the subjects they teach. This is helping all pupils know and remember more across the curriculum. However, there are occasions when teachers do not effectively ensure that pupils are able to consistently practise and apply what they have learned. As a result, a small proportion of pupils find it difficult to secure crucial knowledge as quickly as they need to. Leaders have plans in place to mitigate this. Daily teaching of phonics is helping pupils to read well. Pupils take home reading books that are well matched to the sounds they have learned and know. This is helping pupils practise and build confidence with new sounds and words they learn. Books in school celebrate the diversity within the school community. Stories are openly cherished by staff. This encourages pupils to enjoy reading for pleasure. Children in early years are immersed in their learning and expert staff support them to build a strong understanding across the curriculum. Leaders give high priority to early communication and language development. Adults use rhyme and song to capture the interest of the children. By the time children start Year 1, they are able to draw on a rich and relevant foundation of knowledge that is helping them to be successfully prepared for the next stage of their education. Teachers and support staff have the skills to spot where individuals need additional help to keep up. This support is quickly put in place. Further improving provision for pupils with special educational needs and/or disabilities (SEND) has been a recent focus of leaders. This is ensuring that pupils are getting the help they need to work effectively alongside their peers. Precise plans and accurate support programmes are in place to meet the needs of pupils with SEND. After listening to concerns shared by parents, leaders have made sure that systems for recording and following up poor behaviours are followed consistently. This is reducing the proportion of incidents that occur and ensuring that pupils feel safe. Behaviour across the school is calm. This means that pupils can focus on their learning. The work adults in the school do to promote pupils’ personal development is well considered. Pupils’ wider development is effective. Lessons and assemblies support pupils to gain a secure understanding of how to keep themselves safe and healthy, from the moment they join the school. Pupils embrace the idea that everyone is unique. They know it is okay to be ‘who you want to be’, and said that everyone is welcome in their school. Pupils relish the opportunity to take on responsibilities. The school council and eco committee take an active and mature role in making change happen. Pupils see the adults they work with as role models who inspire them. Pupils’ knowledge about ecological issues and the environment is used to influence their work. Governors and leaders in school have listened to the views of parents, staff and pupils. These have been taken into account to inform some of the actions being taken. Leaders are taking effective steps to bring about a change in the culture of the school. In discussion with the headteacher, the inspector agreed that early reading and implementation of the curriculum may usefully serve as a focus for the next inspection.