Pupils are very happy and safe at this school. They attend regularly and receive a caring welcome each day from leaders and staff. Parents and carers would not hesitate to recommend the school to others. Pupils behave well. They listen carefully to each other and adults and follow instructions immediately. Staff and pupils help anyone who is new to the school to settle in quickly. Pupils treat others with respect. They told inspectors that staff deal with any instances of bullying quickly so that they are not repeated. Leaders have high expectations of pupils’ attitudes, behaviour and work. Staff give pupils the help that they need to succeed. Pupils work hard and are keen to do their best. They achieve well, including those with special educational needs and/or disabilities (SEND). Leaders ensure that every single pupil takes part in an exceptionally rich range of experiences to develop their talents, character and appreciation of culture. This includes disadvantaged pupils and those with SEND. Pupils benefit from working alongside external organisations to enhance their personal development. What does the school do well and what does it need to do better? Leaders have devised a well-balanced curriculum that meets the needs of pupils and matches the requirements of the national curriculum. Across a wide range of subjects, from the Reception Year to the end of Year 6, leaders have identified the most important knowledge that they want pupils to learn. They have also made clear the logical order in which pupils should learn it. Teachers have a strong understanding of the subjects that they teach. They make sure that pupils successfully meet the expectations that leaders set for their learning. Each unit of work starts with an ‘archive’ of prior knowledge which allows teachers to revisit previous learning and build on it. In most subjects, this allows pupils to consolidate new learning and commit it to memory before moving on. However, sometimes pupils do not have enough opportunity to embed their knowledge and use it for future learning. At times, this slows pupils learning, for example when they use new methods to solve problems in mathematics. The curriculum in the Reception class lays a firm foundation for pupils to make a strong start in Year 1. Teachers regularly check on how well pupils, and children in the early years, know and remember what they have learned. Teachers use this information to plan appropriate support where needed. By the end of Year 6, pupils are well prepared socially and academically for secondary school. Lessons are calm, positive and purposeful. Lessons are not disrupted by pupils’ behaviour, so no learning time is wasted. Pupils keenly use regular opportunities for discussion to increase their understanding and help each other.