High Oakham is a welcoming school. Staff know the pupils and their families well. They have established clear routines and positive relationships with pupils. Pupils are polite as they move around the school. Pupils say they enjoy school. They say they feel safe here. They know who to go to if they have worries. Staff try to ensure that pupils are happy and ready to learn. Leaders and staff have high expectations of what all pupils can achieve. The vast majority of pupils behave well. They understand the importance of following the school rules. Staff deal with any poor behaviour promptly. Bullying is not tolerated. The school’s values help pupils know the difference between right and wrong. The school’s approach that there are ‘no outsiders’ helps pupils to understand the lives of others that may be different to them. Pupils demonstrate high levels of respect. The majority of parents and carers are supportive. Typically, they praise the inclusive and caring nature of the school. One parent said, ‘Staff care about the children’s holistic development not just attainment. It’s a lovely school.’ What does the school do well and what does it need to do better? Leaders have developed an ambitious curriculum for all pupils. The sequencing of the curriculum content develops pupils’ knowledge over time. Leaders have identified the most important knowledge that pupils must learn and remember. This gives a clear overview across the school. Some subject leaders are new to their roles and have not yet monitored the effectiveness of their subject. Leaders have made sure that there is a consistent approach to the teaching of phonics. Staff teach phonics well. Teachers match pupils’ reading books to the sounds they are learning. Pupils have the knowledge of phonics they need to help them to read independently. Pupils who are at risk of falling behind get the help they need. Throughout the school, teachers read with pupils every day. Pupils talk passionately and knowledgeably about their favourite books and authors. This work is encouraging pupils to become confident and fluent readers. Children in the early years get off to a good start. They receive effective daily phonics lessons. They enjoy listening to and practicing various stories and rhymes. Staff promote the importance of reading for pleasure. They share high-quality books with children through book talk and book time. Mathematics is taught well. Leaders have given the curriculum careful consideration. Pupils build their knowledge and skills over time. Staff check pupils’ learning frequently. They provide many opportunities for pupils to recap what they know. This helps them to become secure in their mathematical knowledge and understanding. Pupils use mathematical vocabulary appropriately to explain their thinking. The religious education curriculum is taught well. Pupils learn about a range of faiths and cultures. Teachers plan interesting and creative topics linked to the curriculum. These activities are preparing pupils well for life in modern Britain. Teachers ensure that pupils with special educational needs and/or disabilities (SEND) are well supported. They help pupils to access the curriculum by adapting the way they teach. They are ambitious that pupils with SEND do as well as they can. The leader works closely with teachers to make sure that pupils with SEND receive the help they need. The curriculum for relationships and health education supports the school’s positive ethos. Pupils are taught how to stay safe. Some play a part in supporting this as ‘mini police’ who remind pupils about road safety. The school’s work to support pupils’ wider development is strong. There are a number of opportunities for pupils to explore their talents and interests. Pupils are proud of the roles and responsibilities they can hold in the school, such as eco monitors and reading ambassadors. These roles help pupils to develop their confidence and leadership skills. Governors know the school well. They work effectively in order to support leaders and hold them to account. They understand their statutory responsibilities. Leaders are considerate of staff well-being and workload.