Pupils have strong trust in their teachers at this school. They know that staff want the best for them. Pupils say that they feel safe in the school. If they have a problem, pupils know who they can speak to for help. Staff take a pride in how well they know their pupils. They take care to provide a nurturing environment for everyone. All of this contributes to pupils feeling happy. There is an enthusiasm for learning that runs through the school. Teachers encourage all pupils, whatever their ability, to try their hardest. Pupils relish the encouragement they receive. Even when they find the learning hard, pupils keep going because they want to improve. Pupils behave well throughout the school. They concentrate in lessons and discuss their work in a mature way. Outside of class, pupils show the same high standards of behaviour. They say that bullying is very rare. If it does happen, they know that teachers will make sure it is sorted out quickly. Parents appreciate what the school offers their children. One parent’s comment summed up how many feel: ‘The teachers and the headteacher know the children so well and really understand their individual personalities and needs.’ What does the school do well and what does it need to do better? Leaders have made reading a priority in the school. They keep their successful early reading programme under constant review. The new reading lead has focused on the teaching of phonics, monitoring the consistency of the delivery carefully. This clear and steady teaching helps younger pupils pick up quickly the sounds they need to learn. Teachers have sharpened further how they check what pupils have learned. This information supports teachers to plan even more precisely. Leaders have invested in a new range of reading books. These are accurately matched to the sounds that pupils are learning. This helps pupils build their confidence in reading. It has also meant that pupils make more rapid progress. Weaker readers have especially benefited from this new resource. Leaders have acted swiftly and effectively to help pupils catch up if they fall behind in their reading. Across the school, pupils show a real interest in books. The new reading corners in classrooms are popular places to be. Pupils see reading as enjoyable as well as an important skill to have. Elsewhere in the school’s curriculum, leaders have ensured that there is breadth and quality in what pupils learn. For instance, in mathematics, there is a well-planned programme of learning across all year groups. Pupils build their mathematics skills securely and systematically. As with reading, leaders have made sure that pupils learn well right from the start in early years. This is also true for other subjects, such as art. The new art curriculum is well sequenced. Pupils build their knowledge about artists and artistic techniques well over time. Teachers make sure that pupils learn key vocabulary in each subject. Pupils use this vocabulary with confidence, showing a strong grasp of essential knowledge. Not all subjects in the curriculum have been fully revised to the standard of art as yet. Leaders are currently making improvements so that all subjects have similar breadth and depth. Pupils with special educational needs and/or disabilities are well known in the school and teachers consider their needs carefully. Wherever possible, pupils are fully included in the lessons with their classmates. Most parents are happy with the provision for their child. However, a few parents expressed some dissatisfaction with the support their child receives. They are frustrated by how long it takes to secure education, health and care plans. Pupils throughout the school behave very well. They concentrate on their learning and work well with each other in class. They are keen to volunteer answers and show determination to see tasks through. Leaders are strongly aware of the importance of pupils’ well-being and their wider development. They encourage pupils to take on leadership roles. Older pupils help younger ones. Pupils volunteer to carry out tasks in the school. Teachers ensure that pupils have a range of memorable experiences beyond the classroom. For instance, they can go sailing, have tea with Lord Montague or even take part in a pancake race in the village. The headteacher shows deep commitment to the pupils and staff. Teachers, in turn, have confidence in her leadership. They recognise that she is mindful of their workload. Governors know the school well and work effectively with the headteacher to ensure that the school continues to improve.