Buckland Newton is a caring and happy school. Warm and supportive relationships with adults help pupils to feel safe. Pupils respond positively to adults’ high expectations. Their enjoyment of learning shines through. Pupils are polite and confident. They strive to live out the school’s Christian values by being trustworthy and kind. Pupils behave well in class and around the school. Staff model positive relationships and expect pupils to work hard in class. Pupils know the importance of respect and good manners. They said that everyone cares for each other and bullying hardly ever happens. Pupils trust staff to deal with their concerns. They said that they can talk to staff or post a note in the ‘worry box’. Leaders make sure that pupils have a rich range of experiences beyond the classroom. This supports their personal development and social skills well. Leaders encourage pupils to make positive changes in school and the wider community. For example, elected school councillors decide which charities to support each year. Almost all parents who expressed their views are pleased with the school. One parent, reflecting the views of many, said: ‘My son loves coming to school. He is learning in a happy, family atmosphere.’ What does the school do well and what does it need to do better? Leaders expect high achievement from all pupils. They have improved the curriculum. Leaders have appropriate plans for further improvements. Most subject plans set out clearly what pupils should learn. Some subjects, however, are not well planned. For example, history plans are not clear about the essential content pupils should know and remember over time. Teachers do not always check that pupils remember important knowledge before they move on to new learning. Pupils have gaps in their historical knowledge. They find it hard to recall what they have learned, such as how the Roman and Viking invasions changed Britain. Pupils achieve well in mathematics. Learning is well organised. Pupils regularly revisit and review their learning. Teachers have good subject knowledge. They make regular checks to find out if pupils need extra help or practice. Pupils use mathematical language accurately. Children in the early years learn to recognise and use numbers in practical ways. This prepares them well for later learning. Early reading is a priority. In the Nursery, children develop early reading skills by listening out for sounds and learning rhymes. Children in the Reception class learn phonics well. However, some pupils in key stage 1 who have fallen behind with their reading are not catching up rapidly. The approaches that adults use to teach these pupils to remember and blend sounds are inconsistent. This makes it hard for some pupils to become fluent readers. Pupils learn to love books. Children in the Nursery listen to and join in with a wide range of stories. They treasure story times; for example, they tell stories to their favourite toys. Older pupils learn the vocabulary they need to understand challenging texts in their guided reading lessons. Teachers encourage pupils to try new books and authors, and read to their classes regularly. The school library is an inviting and well-stocked area. Teachers use interesting books to bring curriculum topics to life. Leaders make sure that pupils with special educational needs and/or disabilities (SEND) access the whole curriculum. Staff adapt learning to help these pupils to keep up with their peers. Leaders work with a range of specialists to make sure that pupils get the additional support they need. Pupils’ personal development is at the heart of the school’s work. Pupils learn to respect differences, for example by learning about different faiths and beliefs. They know how to stay healthy and safe, both physically and mentally. They enjoy running the ‘daily mile’ and taking part in yoga sessions. There are many clubs to choose from, such as a drama club and choir. School trips have helped to broaden pupils’ horizons. Some activities have been postponed due to the COVID-19 pandemic. Pupils are looking forward to restarting their usual range of experiences. Leaders have planned new opportunities, like an ‘ecoday’ and ukulele lessons. Clear routines and shared expectations make classrooms calm and purposeful places. Pupils are highly motivated to learn. Adults support pupils who need extra help with their behaviour. As a result, disruption to lessons is rare. Staff are proud to work at the school and appreciate how leaders consider their well-being and workload. Governors and trust leaders understand the school’s performance. They support and challenge senior leaders well.