Pupils enjoy school. They are enthusiastic about their lessons and seize the opportunities beyond the classroom. Staff develop warm and caring relationships with pupils. These relationships, supported by the school’s strong Christian ethos, help pupils to feel safe. Leaders and staff want all pupils to do their best. Staff have high expectations of pupils. Leaders have put in place a broad and interesting curriculum. Teachers select topics to motivate and help pupils to be successful. Pupils’ behaviour is good. There are clear routines that ensure that the school is calm and orderly. Pupils help to maintain a purposeful and happy atmosphere when taking on their role as play leaders in the playground. Pupils said that incidents of bullying are rare. Adults respond and help pupils promptly and well when issues are raised. Nearly all parents who made their views known are pleased with the school. They value the nurture the school provides. One parent said, ‘I have been very grateful for the kindness, compassion and understanding shown by the whole staff team during home learning.’ What does the school do well and what does it need to do better? Leaders have developed an effective curriculum for all pupils. Together with teachers, they have planned subjects so that it is clear what pupils must know and the order in which they will learn things. This helps children in the early years and pupils across the school build their knowledge and skills. Teachers often make meaningful connections between subjects. However, not all teachers are as confident when teaching some subjects as they are with others, because their subject expertise is not as strong. Leaders have developed effective ways to check pupils’ progress and the standards that they reach. Staff know pupils well and understand their individual needs, especially those who need extra help. Teachers and support staff use these checks carefully to plan work that helps pupils to learn new knowledge. Leaders place great importance on teaching pupils to read. Teachers focus on ensuring that pupils develop strong reading skills from an early age. Leaders’ plans make it clear which sounds they should know as they move through the school. Teachers check to make sure that pupils are keeping up. Pupils read a range of books that focus on the sounds they are learning. As a result, pupils become more confident and fluent readers. Pupils enjoy reading. The books they read by themselves and stories read as a class are well chosen. In early years, teachers are very confident and knowledgeable in teaching phonics and this gets children off to a good start. The curriculum caters effectively for pupils with special educational needs and/or disabilities. These pupils are fully involved in lessons and achieve well. They are supported by teaching assistants who know pupils’ precise needs. Staff adapt the curriculum and the resources used in different subjects thoughtfully to ensure that pupils learn well. Pupils behave well in lessons so that everyone can learn without interruption. Leaders and teachers are clear about the behaviour that they expect from pupils. Pupils know exactly what is required of them. Pupils are attentive, work hard and sustain their concentration. They are considerate and respectful of each other and towards staff. Pupils’ books show that they take pride in their work. Pupils’ high-quality presentation is evident in different subjects and across all year groups. Staff widen the range of opportunities for pupils beyond the development of academic skills. Pupils learn how to stay safe and enjoy healthy relationships. They know how to make nutritious choices about the food they eat. Pupils benefit from carefully planned opportunities to study different cultures and religions. Some pupils act as ‘learning ambassadors’ to help other pupils to understand what is being taught and learned, both previously and currently. Pupils have meaningful opportunities to contribute to the daily life of the school. For example, pupils join the school council, where they share their suggestions about how to improve the school. Leaders have high expectations of staff and a strong understanding of what the school needs to do to get better. Staff say that leaders care about their well-being and workload. They speak highly about the support they receive and of leaders’ regular and informative communication. Staff are confident to speak to leaders if they have concerns about something.