Pupils say this is a happy school. They feel safe because staff look after them and care about what they have to say. Behaviour is managed well. Pupils speak highly of the school and say that there is very little bullying. All staff have consistently high expectations of pupils. They want pupils to be able to do their best and enjoy what they are learning. Pupils want to do well too. This is reflected in their books and by their positive attitudes in lessons. Leaders provide a broad and interesting curriculum containing rich learning experiences. Visits and visitors are carefully planned to enrich learning. Pupils visit places of worship and meet people from different cultures. However, plans in some subjects are new and are yet to be fully developed. Pupils with special educational needs and/or disabilities (SEND) are included in all the school does. Leaders check that the support that pupils get is making a positive difference. Pupils with SEND achieve well. Parents value the care that staff show for all pupils. One parent said: ‘I feel it is important that the staff are recognised for the amazing work they do. They are fabulous, and we are so grateful for their help.’ What does the school do well and what does it need to do better? Farfield Primary is a good school that is still improving. There is strong and effective leadership. Senior leaders, along with the newly formed phase leadership team, know the school well. They are driving it forward. Leaders place a high priority in fostering a love of reading throughout the school. The teaching of reading is done well. Staff are well trained. They deliver phonics sessions as soon as children start school. Pupils who find early reading difficult get regular, extra support. Adults give pupils extra time and support straight away. This stops pupils from falling behind. Most days, teachers read with and to the class during story time or ‘Drop Everything and Read’ (DEAR) time. There is a consistent approach to curriculum planning. In English and mathematics staff have thought carefully about what to teach. Teachers give pupils plenty of opportunities to revisit and review previous learning. This helps pupils to know more and remember more over time. Pupils in key stage 1 use different ways to count on and add different amounts in mathematics. They can explain what they are thinking clearly. Teachers check pupils’ learning and build effectively on most pupils’ existing knowledge. For some pupils, however, the curriculum lacks challenge. Some pupils do not achieve the depth of understanding that they should.