Pupils receive a high quality of education. They respect one another and relationships between staff and pupils are good. Staff have consistently high expectations of pupils. They want pupils to be able to do their best and enjoy what they are learning. Pupils are keen to learn and like coming to school. Pupils are proud to take on responsibilities such as being a class ambassador, school councillor or playground buddy. They enjoy taking part in the wide range of extracurricular activities provided for them. Pupils are polite and behave well in lessons and at breaktime. They are friendly and courteous. For example, they hold doors open for each other and line up sensibly. Pupils say that they are happy and feel safe because staff look after them and care about what they have to say. They speak highly of the school and say that there is very little bullying. They are confident that any bullying would be sorted out quickly. Parents value the care that staff show for all children. One parent said, ‘The teachers here are supportive and approachable. I am so pleased my children come to this school.’ What does the school do well and what does it need to do better? Leaders are ambitious for pupils. They provide a broad curriculum with rich experiences. For example, they make sure that pupils visit places of worship and meet people from different cultures. Pupils learn about different jobs that people do and leaders plan to develop this further. They want pupils to be well prepared for the future. Leaders have improved the school since the last inspection. Staff work well together as a close team so that they can meet the needs of all pupils. They say that leaders support them and make their workload manageable. Children soon settle into the Reception Year. Staff waste no time in teaching children to read. Children learn to recognise sounds and blend them fluently so that they can read words. Pupils in key stage 1 learn to decode well and read simple texts. Teachers make sure that the books that pupils read match the sounds which they know. Older pupils read longer and more challenging texts, including works of classical fiction. Teachers help pupils to ‘read between the lines’ so that they can explain what the author means. Some teachers choose exciting and interesting books to read to the class. However, not all pupils get to enjoy this regularly. Teachers plan work that builds on what pupils know in mathematics. Young children quickly develop a strong understanding of numbers. They learn to form these correctly. Pupils in key stage 1 use different ways to count on and add different amounts. They explain what they are thinking clearly. Pupils are keen to learn their multiplication tables. Some pupils know them very well. Pupils have lots of opportunities to use their mathematical skills to solve problems. They can explain how they have worked out their answers. Pupils said that they feel challenged and that they are given enough help when they find something difficult. Pupils do not disrupt each other’s learning. They are attentive and eager to improve. In history, teachers make sure that that pupils build on what they learned in previous years. They help pupils to see links between what they learned before and what they are doing now. Year 2 pupils place events they know about on a timeline to help them understand when the Second World War began. Older pupils recall information about the Ancient Greeks. They can explain how they have used difference sources of evidence, such as pottery, to find things out about what life was like. Leaders know that not all curriculum subjects are as well developed. In a few subjects, such as modern foreign languages, pupils do not always have the chance to build on what they learned before. Leaders have a clear plan in place to improve this. Leaders have made sure that the school supports pupils with special educational needs and/or disabilities (SEND) well. This is a strength of the school. Leaders have high ambitions for these pupils. Teachers know what pupils need to learn next. Leaders check that the support that pupils get is making a difference. The curriculum is adapted well to support all pupils. Pupils care for each other. They enjoy eating together at lunchtime. Mealtimes are happy and harmonious occasions for the whole school community.