Pupils are happy to come to school. Those who spoke to the inspector described how staff at the school create a caring atmosphere where everyone is valued equally. Pupils are aware of the high expectations that staff set for their behaviour. As a result, they behave well. Pupils feel safe at school. They trust adults in the school to take swift and decisive action to address any bullying or matters concerning their well-being. Pupils respond well to the high aspirations that leaders have for their learning. All pupils, including those with special educational needs and/or disabilities (SEND), achieve well in subjects across the curriculum. Pupils enjoy the opportunities they get to extend their learning through trips and other activities. Although in recent times some activities have been curtailed, pupils have enjoyed alternative events. These have included a visit by an inspirational British explorer. As a result, one pupil reflected: ‘Always believe, because if you believe, you have a strong chance of doing it.’ What does the school do well and what does it need to do better? In most subjects, leaders have identified what pupils are expected to know and remember. However, the design of the curriculum for some subjects is not as clear. Leaders are in the process of addressing this. Additionally, in a small number of subjects, the curriculum sets out the subject-specific skills that pupils are expected to develop. However, leaders have not identified clearly enough the underpinning knowledge that pupils need to be able to master these skills. Teachers ensure that the curriculum is presented in an engaging way. They continually check what pupils know and can do. They use this information well to inform future lessons. However, because some of the key learning in some subjects is not clear, teachers are less able to make sure that pupils know and remember the essential knowledge they require. The reading programme is well considered. Teachers use leaders’ curriculum plans to good effect. Pupils experience a wide range of texts. These include non-fiction and poetry texts that complement pupils’ learning in the wider curriculum. Well-trained teaching assistants provide helpful guidance for those pupils who find reading difficult. Pupils with special educational needs and/or disabilities (SEND) get the support they need. This enables them to access the same curriculum as their peers. The leader of the specially resourced provision for pupils with SEND (specially resourced provision) makes sure that its pupils are included in all aspects of school life. Additional training for staff enables these pupils to access learning successfully. As a result, these pupils achieve as well as others in the school. Pupils are well prepared for life in Britain and beyond. The school’s wider curriculum is designed to nurture pupils as global citizens. The programmes for personal, social and health education and religious education help pupils to learn about a wide range of people, cultures, religions and beliefs. The school offers a wide range of extra-curricular clubs and activities. All pupils can participate in these. Leaders and staff actively encourage disadvantaged pupils and pupils with SEND to attend. The school provides a nurturing, welcoming and caring environment. High-quality, bespoke support is available for pupils when needed. Pupils receive help to recognise and talk about their feelings as well as recognise different emotions in others. They understand the importance of respect and care for each other, their school and their community. Leaders and governors evaluate the school’s effectiveness accurately. They are aware of what is working well and what must improve. Staff think that leaders support them well and are mindful of their well-being, workload and professional development needs. The vast majority of parents and carers who responded to Ofsted’s parent survey are very positive about the school.