Scampton Church of England Primary School is a happy school, where every child is known exceptionally well by members of staff and peers alike. Pupils learn and play well together. Pupils say that they feel safe and that bullying is rare. Older pupils are positive role models for younger pupils. The school’s house point system motivates pupils to behave well. Each house has a captain, who encourages the pupils in their house to be the best that they can be. House captains provide their teams with a ‘thought for the week’. For example, they say: ‘Life will knock us down, but we can choose to stand back up.’ Leaders and teachers are aspirational about pupils doing well. Leaders make sure that pupils have a wide range of carefully chosen experiences to bring their learning to life. Pupils have opportunities to participate in local events, for example the Lincolnshire Show. Leaders ensure that pupils learn about the local area and history. The school also has links with the local Royal Air Force (RAF) base where the Red Arrows are based. Pupils are often treated to their practice displays in the skies above the school at lunchtime. There is a strong sense of community in the school. Most parents value the support that pupils receive. They speak highly of the school and say that it is well regarded in the local area. One parent commented, ‘The staff are amazing and very committed to the wellbeing and education of all the children.’ What does the school do well and what does it need to do better? Pupils are taught a broad range of subjects. Leaders have designed an ambitious curriculum, based on the needs of the pupils. Curriculum plans identify key learning that pupils need to know and remember in all subjects. However, in some foundation subjects, for example history and geography, curriculum plans lack precision. The specific knowledge that pupils need to learn, and where it should be taught in the school year, is not clear. Teachers have good subject knowledge and explain new learning to pupils clearly. In mathematics, teachers made sure that new content is broken down into small steps. This helps pupils to grasp new concepts easily. In history, pupils remember prior learning. Pupils in Year 1 and Year 2 have an impressive knowledge of previous learning about Neil Armstrong. Year 5 and Year 6 pupils could explain why their knowledge of the local area helped them to understand more about history. Pupils were able to explain how different historical sources helped them to develop this understanding. Teachers check that pupils have learned what they are expected to know in many subjects. However, leaders have not yet developed a consistent approach to how these checks are made in the foundation subjects. Reading is a curriculum priority. Teachers want pupils to become confident readers who love books. There are many opportunities for pupils to engage with reading. An example of this is the Year 5 and 6 residential visit where the learning activities are based on a spy novel. Pupils can name their favourite books and say that they enjoy reading. Staff read to pupils with expression and excitement. Pupils listen intently and younger pupils join in with repeated phrases. Phonics is taught systematically. Pupils begin phonics lessons promptly in the Reception Year. Books match the sounds that pupils know. As a result, many pupils read confidently from an early age. Support is put in place for pupils who find reading more difficult. Leaders are committed to including pupils with special educational needs and/or disabilities (SEND) in all aspects of school life. Staff know the specific needs of pupils with SEND well and set challenging, but realistic, targets for them. Pupils with SEND are supported well in class by knowledgeable and well-trained adults. Leaders involve external agencies where needed; as a result, pupils get the help that they need. Pupils benefit from a wealth of wider curriculum opportunities. Leaders have a clear rationale for the decisions and plans they have made to address pupils’ personal development. The school draws on the local community to enhance pupils’ experiences. For example, Year 3 and Year 4 have recently been on a pilgrimage to visit local churches. During the pilgrimage, pupils had an opportunity to look at a stained-glass window created to celebrate the work of the local RAF base. Pupils then went on to create their own stained-glass window for the school. Pupils also have a wide range of sporting and musical opportunities, although some of these have been affected by the pandemic. Leaders know that this has been a difficult year for pupils. They have kept a close eye on pupils’ well-being as they have returned to school. Pupils are given opportunities to talk about how they are feeling. For example, they can go for a short, daily walk in the school grounds just so they can chat to their friends and teachers. Governors have continued to check that the school is providing an effective education. They have held leaders to account while ensuring that staff workload is considered.