Pupils enjoy attending this welcoming and inclusive school. There is a strong sense of community. Pupils follow the school’s ethos of being ‘respectful, ready and safe’. Leaders have high expectations for all pupils, including those with special educational needs and/or disabilities (SEND). Pupils live up to these expectations. They behave well and work hard. Pupils say that bullying is rare, but that staff would help to stop it quickly if it happened. Pupils feel safe in school. They achieve well across a range of subjects. Pupils enjoy all the opportunities the school offers them, including forest school, and after-school clubs. Pupils readily take on extra responsibilities, such as being reading ambassadors. They feel proud of the contributions they make to school life. Teachers encourage pupils to be aspirational and to think about how they can make a difference in their community. This helps pupils become responsible, caring citizens. Parents and carers are positive about the work of the school. They appreciate the caring environment in which their children learn. A typical comment from a parent was: ‘East Hunsbury is a wonderful school. The teachers go above and beyond for the children here.’ What does the school do well and what does it need to do better? Leaders are passionate about providing the best learning experiences for children. They have ensured the curriculum is broad and ambitious. Leaders have identified what they want pupils to learn in all subjects, from the early years to Year 6. The important knowledge is well organised and allows pupils to build on what they already know. For example, in mathematics, teachers make sure that pupils have a secure knowledge of number before they expect pupils to solve complex calculations. This helps pupils to gain confidence and achieve well. Leaders provide staff with the guidance and training they need to teach the curriculum well. Teachers check what pupils can do through daily retrieval activities at the start of lessons. They use assessment information well to plan lessons that build on pupils’ prior learning. This is particularly effective in English and mathematics. Leaders plan to embed this fully in all subjects, so that teachers know which key skills and knowledge need to be further developed. Reading is at the heart of the school’s curriculum. Children in the Reception Year develop their vocabulary and reading skills as soon as they start school. Pupils read books that match the sounds they know and enjoy listening to stories read to them by their teachers. Pupils who find reading more difficult are well supported to catch up quickly. Teachers introduce pupils to a wide range of texts that represent the modern-day world. Pupils have positive attitudes to reading. They read often and enjoy visiting the well-stocked school library. Typically, pupils behave well. Children in early years develop self-control. They know how to live together happily. Pupils report occasional incidents of poor behaviour by a small number of pupils. They understand that some pupils find it harder to stay on task. Skilled staff provide the nurture some pupils need. This helps them to regulate their behaviour. Pupils play well together during break and lunchtimes. They have lots of activities to do and particularly enjoy their time on the sports pitch, led by a sports specialist. Pupils with SEND are fully included in all aspects of school life. Staff in the specialist unit are expert practitioners. Pupils are happy and thrive in the positive and nurturing environment. Staff know the needs of every pupil well. They provide tailored support to make sure all pupils with SEND achieve well. Pupils in the specialist unit are able to succeed. They are happy and confident learners. Leaders ensure that the curriculum to support pupils’ personal development is effective. Pupils learn to respect different cultures and beliefs. They learn about different kinds of families. Pupils are proud to be ‘community champions’. They contribute to life in the local area. For example, pupils visit elderly residents and play games with them. Pupils brightened up the local library area with plants and flowers. They develop positive attitudes towards others and are well prepared for their next stage of education. Governors and leaders of the Northampton Primary Academy Trust (NPAT) make a positive contribution. They know the school well and offer effective challenge and support. They work effectively with leaders to ensure that the school continues to improve. Staff are positive about the support they receive from leaders. They appreciate the consideration given to their workload and well-being. Staff say they are ‘one big family’.