Pupils in this school are well looked after. They are kept safe, because as they pointed out: ‘We are always surrounded by adults we can trust.’ Leaders and teachers are ambitious for all pupils. They check what pupils’ needs are and make sure that these are addressed effectively. Adults have clear and high expectations of pupils. Pupils typically achieve well, and classrooms are filled with a buzz of learning. Pupils across the school behave well, in and out of lessons. They are thoughtful, polite and courteous. In lessons, pupils participate enthusiastically in discussions and collaborate well with their classmates. Pupils said that while bullying sometimes happens, they are confident that they can approach any adult in school if they have worries or concerns. Adults deal promptly with any issues that arise. Parents and carers speak highly of the school, and in particular of how approachable leaders and staff are. They also appreciate the regular communication from leaders and staff, including during the COVID-19 pandemic. Parents, pupils and staff share a genuine sense of community. This can be seen at the start of each school day, where everyone comes together for a 10-minute fitness workout. A comment from one staff member was echoed in the views of many others: ‘This is a helping school. No one focuses just on themselves.’ What does the school do well and what does it need to do better? Leaders are ambitious for every pupil in this school to be a confident and enthusiastic reader. As soon as pupils join the school, teachers check how well they are reading. Those who are not yet fluent readers follow a well-planned phonics programme. These pupils are supported by skilled staff who are trained to deliver the phonics programme effectively. Staff also give pupils reading books which match the sounds that they have been taught. All of this means that these pupils achieve well and catch up quickly. In a very small number of cases, younger pupils’ reading books contain one or two sounds that they know less well. When this happens, it decreases pupils’ confidence to apply their knowledge of phonics. Leaders have designed a rich, well-thought-out curriculum. It covers a wide range of subjects which matches the ambition of the national curriculum. Leaders have made sure that as pupils move up the school, they typically gain the knowledge they need to be successful at the next stage of their education. For example, in geography, younger pupils practise using maps to locate continents, countries and major cities. By Year 6, pupils can use six-figure grid references on Ordnance Survey maps. Teachers present subject content clearly. They teach the curriculum in the way leaders have planned it. In all subjects, leaders have identified the key aspects of knowledge they want pupils to learn, and teaching typically focuses well on developing this knowledge. Leaders and teachers also typically use assessments well. They regularly check what pupils know and remember of the subjects they are studying. They use the information from these checks to prioritise essential elements of the curriculum. Leaders and staff have also made effective adaptations to fill gaps in pupils’ learning that arose because of the COVID-19 disruptions. Occasionally, however, teaching does not ensure that pupils fully understand all of the key elements of knowledge needed to complete a more complex task. Across the school, pupils’ behaviour helps to create a positive learning environment. Lowlevel disruption is rare. Leaders identify pupils with special educational needs and/or disabilities (SEND) as early as possible. To do this, before pupils start school, leaders work closely with parents to find out about pupils’ barriers to learning. Leaders also work closely with their feeder infant schools to understand and plan for the needs of pupils with SEND. Leaders support teachers to choose resources and strategies that enable pupils with SEND to learn the curriculum effectively. Leaders prioritise pupils’ wider development. For example, they create experiences which aim to develop pupils’ leadership skills. Pupils experience democracy by electing their prefects, councillors, and anti-bullying ambassadors. Leaders also organise opportunities for pupils to develop their interests and talents beyond the taught curriculum, including in music. For instance, pupils can have weekly music tuition in school, with additional classes on a Saturday so that they can pursue their interest further. Staff appreciate how leaders look after their well-being. Staff are encouraged to make suggestions about how leaders can make workload more manageable. Leaders support these suggestions, and typically act on them promptly.