This inclusive school has a warm and friendly atmosphere. It has a family feel to it. Staff know the pupils and their families very well. The school values of hope, friendship, love, honesty and respect shine through. Pupils say that they are happy and safe here. Staff expect pupils, including pupils with special educational needs and/or disabilities (SEND), to work hard and behave well. They do. Pupils are rewarded with house points, merit certificates and, sometimes, hot chocolate with the headteacher. Pupils say that bullying is rare. Any reported instances or fallings out are dealt with swiftly and fairly. Pupils enjoy the responsibility of being on the sports crew and the school and church councils. There are opportunities to develop pupils’ talents and interests. These include street dance, Latin and various sports clubs. Pupils attend different residential activities as they progress through the school. These help to develop their self-esteem and confidence. Parents and carers are overwhelmingly supportive of the school. One comment from a parent, typical of many, was, ‘I couldn’t wish for a better school for my children. They have all flourished here.’ What does the school do well and what does it need to do better? Leaders have made a good start to deciding the precise subject knowledge and vocabulary that they want pupils to learn, and when, across the different subjects. However, they have not quite finished this work. In a small number of subjects, it is not yet clear what pupils should learn and when, so that they are able to build up their knowledge over time. There is a consistent approach to the teaching of mathematics. This begins for children in the early years. Leaders have ensured that staff have received effective mathematics training. Staff have good subject knowledge. They explain content clearly. Pupils remember what they have been taught through effective questioning and appropriate assessments. For example, pupils in Year 4 can talk confidently about factors, multiples and inverse operations. The teaching of phonics and early reading is a strength. Children in the early years and pupils in key stage 1 are following a consistent phonics scheme. Staff have been well trained. Pupils’ reading books are appropriate. They match the sounds that pupils are learning. Accurate assessments quickly identify any pupil who might be falling behind. These pupils receive effective support to help them to catch up. Older pupils say they enjoy reading. There is a good selection of books for them to choose from the wellstocked library. Pupils’ personal development is catered for well. Pupils in Years 3 and 4 learn a musical instrument. Recent visitors to the school have taught about circus skills and run dance workshops. There are various opportunities for pupils to learn about people from a range of backgrounds. Recent examples include Alan Turing and Rosa Parks. Pupils also learn about faiths and cultures that are different to their own. Pupils have an age-appropriate understanding of relationships and health education. They are being prepared well for life in modern Britain. Leaders have high expectations for pupils with SEND. Staff are skilled in adapting lessons so that these pupils achieve well. Pupils with SEND are identified promptly. They receive effective help. There are links with outside agencies such as the speech and language team and an educational psychologist. For a small number of pupils with SEND, the support they receive is not as precise as it could be. Children in the early years get off to a good start. There is a range of appropriate activities. In particular, these help to develop their mathematical, phonics and writing skills. There are appropriate resources. Relationships between adults and children are warm and positive. Children get on well with each other. They share resources kindly. Leaders have an accurate view of the school. They are focusing on the right areas of the school to improve. The governing body has a good range of skills and experience. Governors find out for themselves what is happening by making frequent visits to the school. They ask relevant questions during meetings. They hold leaders fully to account. Staff say that leaders are considerate of their well-being and their workload. Staff appreciate the opportunity to work with colleagues from other local schools. This enables them to share good practice and to check the accuracy of their assessment of pupils’ work.