Pupils feel safe in this school. They are confident and happy. Pupils enjoy coming to school and say they appreciate teachers asking them about how they want to learn. Pupils sometimes help plan and create resources with their teachers to use in lessons. Pupils relish this responsibility. Leaders at Pilgrims’ Cross expect pupils to work hard and do well. They are developing interesting ‘learning adventures’ for pupils to learn about. Pupils have a range of opportunities to learn beyond the subject content they study. For example, class trips to Stonehenge and the beach stick firmly in pupils’ minds. They enjoy these highly and can explain how, for example, seeing the prehistoric monument with their own eyes has helped them to know and understand more. Pupils behave well in this school. They are respectful towards their peers and staff. Pupils listen well and follow instructions promptly. Adults act as positive role models for conduct and support pupils effectively with any conflict resolution. Bullying is rare and does not cause concern for pupils, parents or carers. Most parents are very supportive of the school and the education their children receive. One parent spoke for many when they commented, ‘My child is thriving at this school.’ What does the school do well and what does it need to do better? Leaders’ work to improve pupils’ learning in mathematics is effective. Leaders have ensured that, in each topic pupils study, the mathematical knowledge pupils learn builds precisely on what they have been taught previously. As a result, pupils remember the mathematical knowledge they have been taught well. Curriculum leaders have not ensured that all subjects are being implemented to build pupils’ knowledge and skills over time. For example, in science, they do not have a clear overview of how this subject is implemented by all teachers. As a result, some pupils receive a disjointed science curriculum. Leaders have responded effectively to recent dips in pupils’ phonics achievement. Consequently, more pupils are confident in practising the sounds they need to read and write better. Some teachers plan the reading curriculum well to build pupils’ skills over time. However, leaders do not have a secure enough overview of how all teachers do this across year groups. Leaders are working on this. The few pupils who need help to read better are supported appropriately. Consequently, these pupils improve their reading and catch up.