Leaders provide a caring and vibrant learning environment. They want children to achieve highly so they have designed an ambitious curriculum. They also set clear boundaries for behaviour. Children are beginning to self-regulate their own behaviour because adults are strong role models. Adults log any negative behaviour or bullying, but this rarely happens. Children have positive attitudes to their learning. In classrooms and outdoors, inspectors saw children absorbed in the exciting activities on offer. The outdoor learning environment is a hive of excitement. Children perform as an orchestra with their pots, pans and wooden spoons. They experiment by rolling balls down plastic ramps. They change the angles of the ramps to control the speed of the balls. Leaders ensure that children of different ages have allocated time in each outdoor area. Children access enrichment experiences. They draw, write and talk about their visits to farms, parks, shops and a wetland centre. Children do follow-up learning back at school. They make their own role-play shops and learn the names of adult and baby animals. All parents and carers who gave their views hold the school in high regard. Views were overwhelmingly positive. One spoke for many, stating: ‘My daughter has thrived in every area, emotionally, academically and socially.’