Leaders have high aspirations for all pupils at Abbots Farm Infant School. The core values of respect, responsibility and self-confidence are at the heart of this school’s work. Pupils enjoy coming to school. They are happy and safe. Bullying is not tolerated at the school. Staff act quickly to resolve any concerns. Leaders ensure that the curriculum is taught well and meets the personal and academic needs of pupils. Pupils enjoy reading. They have opportunities to read to adults in school and to be read to. Extra-curricular activities have started again now that COVID-19 restrictions have eased. The school council, after-school clubs and trips allow pupils to develop their interests and talents. However, some pupils are not attending activities that could be of benefit to them. Pupils are polite and friendly. At breaktimes and lunchtimes, pupils play happily together. In lessons, pupils concentrate well on their learning. Parents and carers are positive about the school. One parent’s comment was typical of many when they said, ‘Abbots Farm gives my child the opportunity to learn in a safe, fun and structured environment where he is happy and excelling.’ What does the school do well and what does it need to do better? Leaders have planned an ambitious curriculum for pupils so that every child can succeed and do well. Learning is thoughtfully sequenced and teachers implement the curriculum well. In a few subjects, including music and computing, the curriculum has only recently been revised. Leaders’ plans were delayed because of the COVID-19 pandemic. They are not as far ahead with this work as they would have liked. Curriculum leaders ensure that teachers have the subject knowledge they need to teach each subject well. Teachers encourage pupils to think hard and solve problems. Pupils are curious and inquisitive. They enjoy opportunities to explore their learning. Teachers teach pupils the vocabulary needed to deepen learning. This allows pupils to build up knowledge over time. However, in a few subjects, the vocabulary pupils should learn is not set out clearly enough. Teachers check pupils’ learning often. They provide effective support to pupils and challenge any misconceptions. As a result, pupils achieve well. Leaders prioritise support for pupils with special educational needs and/or disabilities (SEND) so that they access the same curriculum as other pupils. Children in the early years settle well to school life. They develop positive attitudes to learning. Staff have high expectations of children. They model early language and communication skills well. Teachers plan learning activities that are matched to children’s needs. Children enjoy learning about number through stories, songs and rhymes. They learn to make choices in their learning and develop independence. Leaders prioritise reading. The reading curriculum is carefully planned and pupils are taught to read well. Recent improvements to the teaching of early reading are highly effective. Children learn to read words and simple sentences accurately because teachers teach phonics extremely well. Pupils read to adults regularly in school. Reading books closely match the sounds pupils are learning. Pupils with SEND and disadvantaged pupils are skilfully supported by adults. As a result, these pupils achieve well in school. The school provides a range of enrichment opportunities as part of the curriculum. These experiences help pupils’ personal, social and spiritual development. For example, pupils learn to think of others. They enjoy fundraising for their chosen charity. Pupils learn to care for their local environment through activities such as tree planting and litter picking. However, the programme of after-school activities has been significantly hampered due to the COVID-19 pandemic. Leaders have recently reinstated these activities where they can. In personal, social and health education lessons, pupils confidently share ideas and feelings. Staff teach pupils to recognise and respect individual differences. Pupils listen to and value the opinions of others. Pupils learn how to manage their feelings. Strong pastoral support means pupils get the help and advice they need. This enables them to focus on their learning and to do their best. Parents are positive about the support their children receive. Governors have an accurate understanding of the school’s strengths and priorities for improvement. Staff feel well supported by leaders, who manage their workload effectively. Staff are appreciative of the support they receive from leaders to cope with the impact of COVID-19 on school and home life.