The headteacher sets the tone for good behaviour. From the moment the first bell rings on the playground before school, high standards are clear to see. Pupils know what they should be doing, how they should be doing it and are keen to please. Year 6 prefects help younger pupils to respect and follow the rules. They take pride in their responsibilities. Pupils are confident when talking about their time at school. They enjoy learning and show a love of school life. By the end of Year 6, they have had many opportunities of visits and visitors to the school. Pupils leave the school with great memories. Teachers plan learning around interesting topics pupils like. Pupils learn in a safe space. They know different ways of staying safe. Older pupils show that the use of fairy tales set in a digital age helps them to know about online safety. Pupils know the difference between unkind behaviour and bullying. They say there is very little bullying. They trust adults to sort it if it ever happens. Most parents agree. A parent, echoing the view of many, says, ‘The encouragement staff give children to be happy, polite and kind radiates throughout school.’ What does the school do well and what does it need to do better? Children in the early years have a lovely start to school. The adults in the Reception class set clear expectations of what they want children to learn. They do this with care and kindness. Adults give thought and attention to planning the space and activities. This means children can revisit their learning in many ways. Skilled staff help children develop at just the right moment. Parents enjoy seeing their child’s learning shared through an online application. Children are well prepared for their move to Year 1. Pupils start learning about letters and the sounds they make from the start of Reception. They follow a set pattern of sounds that build up over time. Most pupils learn to read well. Struggling readers do not always have books to take home that match the sounds they know. They then meet words they cannot read. This slows their learning. Pupils can talk about the different reading activities in school and can name many authors. They display positive attitudes to books and reading. They talk about how reading helps their learning across the curriculum and enriches their lives. Teachers promote reading for pleasure. Storytime is a regular feature on classroom timetables. Some of the messages shared through stories help to enhance pupils’ personal development. It fuels their ambition. ‘Everyone can be what they want to be.’ Pupils come to school regularly and behave well. Many join in with clubs such as guitar, dance, choir and mad science to develop their wider interests. The school’s curriculum is developing. Some subjects, but not all, are well structured and sequenced. Leaders have not yet developed plans in all subjects to help teachers to know what to teach pupils and when. However, it is clear from leaders’ actions that they are on the way to planning and sequencing learning in a structured way. This will allow pupils to know more and remember more over time. Staff have not had much recent training. The impact of this is there is inconsistent teaching across the school in many subjects. Teachers’ expectations are not always high enough and there are some inconsistencies in teaching. Some parents raised these concerns. Teachers do not always challenge the most able pupils enough. As a result, they finish work quickly and wait to know what to do next. Staff have had limited recent training and development. Staff know and understand the needs of pupils with special educational needs and/or disabilities (SEND). They provide sensitive support that helps these pupils to be successful learners. Leaders’ vision to nurture happy, confident individuals, with a passion for life-long learning is evident when talking to pupils. They discuss their learning freely. Year 2 can recall how it is to live in the recent past and explain why it is different from today. Year 6 could remember aspects of learning from across their time in primary school. They understand the purpose of their learning and link it to their lives today. They talk in depth and detail about how there can be different views of the same period in history. ‘Everybody’s story is different.’ The subject leaders of history and geography work well together. This is helping them to plan learning that makes sense to pupils. They also make links between topics. This gives pupils a hook to hang their learning on. In science, teachers teach the right things. Pupils cover what they need to know. Pupils named an impressive range of scientists. They were able to explain why these were important people.