Drayton Parslow is a vibrant, welcoming and friendly place. Pupils are safe and feel secure because a committed team of staff work well together with a clear purpose. Pupils are taught about trying hard and being resilient. They are proud of the way they get along and are kind to each other. Pupils are eager to please. They want to show themselves at their best, especially to visitors. Pupils told inspectors that bullying is very rare. They know that staff are always available to help and deal with any worries they may have. Pupils also listen to each other well and share their ideas maturely. They understand the importance of ‘doing your best’ because staff set high expectations of behaviour and achievement. Pupils rise to the challenges set. Pupils spoke with enthusiasm about the wide range of clubs to enjoy such as cooking, design technology and football. They also look forward to trips, for example visiting Windsor Castle or Hampton Court, as part of curriculum enrichment. Gaining first-hand experiences is central to the school’s well-considered approach to learning. Parents are overwhelmingly positive about this school. They appreciate the dedication of staff and the inclusive offer. One parent said, ‘They bring learning to life.’ What does the school do well and what does it need to do better? Leaders have ensured that the curriculum is broad and ambitious for all pupils. Pupils achieve well from early years through to the end of Year 2. Leaders deliberately structure the curriculum so that what children learn in Reception Year prepares children effectively for what they are taught in key stage 1. Mathematics typifies how pupils learn securely because of the clear links between concepts within and across year groups. However, there are missed opportunities to improve learning further. The school’s use of assessment is not refined well enough to enable pupils to connect their knowledge to larger ideas. In both history and mathematics, pupils miss chances to deepen their understanding because the teaching is not precise enough. Staff are quick to identify when pupils need some extra help and make sure this is put into place. However, leaders are continuing to refine their approach for identifying and supporting pupils with special educational needs and/or disabilities (SEND). Leaders are aware that pupils with SEND would benefit from more precise, specific support to help them achieve even more. Currently, the adaptations made to the curriculum are not always consistent or fully effective. This prevents pupils building their knowledge securely enough. The teaching of reading is given high priority and begins immediately when children join the school. Training and ongoing support ensure that staff have expertise when teaching phonics. Staff interact skilfully with pupils to develop, assess and enhance their reading skills. Tailored support is quickly given to any pupils who require additional help. Books closely match the sounds pupils are learning in lessons so they can practise purposefully. Over time, pupils grow into fluent and confident readers, discovering genuine satisfaction from reading and discussing books. Across the school, reading is taught well. Pupils behave very well because staff model high expectations consistently and praise positive choices. Pupils choose to behave so they can focus on their learning. Attendance of pupils, including for those who are disadvantaged, has remained high because of strong oversight and support provided by the school, including throughout the pandemic. Attitudes to learning are strong and pupils are proud to show how well they are doing. Children in the early years settle in well and follow the clear routines. They learn to be responsible and independent as positive preparation for Year 1. Leaders prioritise pupils’ personal development. Pupils have many opportunities to develop their interests beyond what they study. Clubs, special events and visits enrich experiences for all pupils, who appreciate and enjoy the variety. High-quality pastoral support is readily available to help pupils develop healthy minds, look after themselves and have age-appropriate understanding of healthy relationships. Pupils learn about diversity and develop tolerance of those with different beliefs or views to them. Central to this is celebrating individuality and learning about respect. This links with teaching of the school’s embedded values, considering how to look after each other and how to be a good friend. Governors understand the school’s strengths and priorities very well. They challenge appropriately and support leaders to achieve their ambitious goals. Governors also make sure that leaders manage staff workload extremely well. Staff are incredibly positive about how they are supported in creating and maintaining a healthy work-life balance. Leaders expertly balance staff well-being with a relentless focus on improving the school further.