This is a happy school where pupils’ learning often extends beyond the classroom and beyond the school day. There is a real sense of community in the school. Pupils have good relationships with their friends and the adults who teach them. They behave well and do their best to live up to the high expectations that staff have of them. Educational trips and residential visits underpin the school’s exciting curriculum. Leaders and staff also provide a wide range of after-school activities to support pupils’ development. This inspires pupils to develop positive attitudes and become successful learners. Pupils are encouraged to be proud of their achievements and ambitious for their futures. Pupils learn about the importance of equality and justice. They learn about cultures and beliefs that are different from their own. They learn to see difference as a positive aspect of their lives. The pupils who spoke to us said that they feel safe in school. Staff take good care of pupils and do all that they can to support their well-being. Pupils said that bullying rarely happens. They trust staff and said that problems are sorted out quickly. One pupil said, ‘We can tell our teacher anything.’ What does the school do well and what does it need to do better? Leaders, including governors, are ambitious for all pupils. They have developed a curriculum that is well structured and imaginative and supports pupils’ learning across all subjects. The curriculum inspires pupils to learn and to develop a love of learning. Teachers ensure that pupils of all abilities achieve well. This includes those pupils who are disadvantaged and pupils with special educational needs and/or disabilities (SEND). Mathematics is a strength. The structure of the curriculum helps pupils to develop a secure understanding of what they are learning before moving on to new topics. As a result, pupils learn more and remember more in mathematics as they move through the school. They achieve well in this subject at the end of Year 6. Leaders have worked successfully with staff to improve the reading curriculum. Published data shows that pupils are now making better progress in reading across key stage 2. They attain well by the end of Year 6. However, there are still too many pupils who fail to reach the expected standard in the Year 1 phonics screening check. Some of the pupils who struggle with their early reading do not get the support that they require to catch up quickly with their peers. These pupils also need more guidance on the books that they choose to read for pleasure.