Porchester is an inclusive and happy school, where pupils get the help they need to be successful learners. Pupils are proud to belong to this caring and nurturing school. One pupil described the school as ‘our family away from home’. Pupils represent the ‘Pride of Porchester’ through their respect for each other. Pupils enjoy the positions of responsibility they hold. Prefects and the health and safety pupil ambassadors contribute purposefully to school life. Pupils spoke with enthusiasm about their newly devised child behaviour policy. They are rightly proud of their achievements. Pupils feel they are listened to and that their views help to improve the school. Pupils feel safe in school. They say bullying is not a big problem. They are confident that when it does happen, adults act swiftly to sort it. Pupils behave well in lessons. Adults look after pupils and understand their needs. Skilled staff provide the nurture some pupils need. Pupils enjoy school and want to do well. All staff have high expectations of pupils’ learning. Pupils feel confident to try new learning. They are resilient. Pupils told the inspector: ‘Making mistakes is fine, it is new learning.’ What does the school do well and what does it need to do better? Leaders have created an ambitious curriculum that sets out what pupils should learn and when. In subjects such as geography, teachers use assessment skilfully to find out what pupils already know before they start to teach a new concept. Pupils revisit previous learning often. This helps them to know more and remember more. Pupils enjoy geography. They use the learning walls to help them remember what they have learned. Leaders have ensured that the curriculum is broad and ambitious for all pupils, including those with special educational needs and/or disabilities (SEND). The support for pupils with varying needs is well organised. These pupils receive the help they need from welltrained staff. Teachers make suitable adaptations to ensure pupils with SEND achieve well. The new mathematics curriculum is well sequenced. Teachers provide opportunities for pupils to revisit previous learning. The ‘reactivates’ and daily ‘flashbacks’ at the start of lessons help teachers to see what pupils have remembered. Leaders ensure there is a focus on developing pupils’ mathematical vocabulary. Pupils discuss their mathematics learning with confidence. Leaders are confident the new approach will lead to better outcomes for pupils. Leaders make sure that pupils have many opportunities to read. They say reading is at the heart of the curriculum. Teachers read to pupils daily. Pupils know how important reading is to their success in life. Pupils spoke to the inspector about their favourite books and authors with enthusiasm. Pupils who are at earlier stages of reading get the goodquality teaching they need through a well-sequenced phonics programme. This helps them to catch up quickly. The vibrant library and classrooms promote a love of reading. Pupils learn a range of subjects and enjoy interesting and exciting topics that teachers plan. The ‘KORE’ curriculum focuses on developing pupils’ knowledge, opportunities, reading and equality. This has developed pupils’ resilience, independence and knowledge. Pupils are keen to learn. They strive to earn house points and gold tokens. In addition to their lessons, pupils enjoy a range of activities, including swimming, sports competitions and residential visits. Pupils understand the importance of respect for all. One pupil told the inspector, ‘You have to be different to stand out. Everybody is unique.’ While leaders promote diversity through the curriculum, some pupils found it difficult to talk about different faiths, cultures and fundamental British values. Leaders have started to address this. Governors and the Flying High Trust have offered strong support to school leaders, including over the course of the pandemic. They have worked effectively to secure school improvements. The quality assurance and standards team continues to support leaders to develop their curriculum, through regular visits and meetings. Leaders at all levels do all they can to manage teachers’ workload.