This school provides an excellent, all-round education. Pupils achieve well in English and mathematics and across a wide range of subjects. Teachers make sure that lessons are interesting and well planned. They have high expectations for all pupils, saying, ‘There is no glass ceiling here.’ The pupils have captured this sense of ambition. They spoke with me about how their work will help them at secondary school and beyond. Behaviour is excellent. Pupils respond respectfully to routines and expectations. They were proud to tell me that bullying is not a problem here, although they know to ‘tell a trusted adult’ if it should occur. There is a caring atmosphere throughout the school. Pupils say that they feel happy and safe. They enjoy the activities such as the ‘daily mile’, the adult-led yoga sessions and the ‘mindful movers’. There is always someone on hand if you are ‘having a bad day’, in the outdoor hub or the indoor den. Pupils’ physical and mental well-being are catered for exceptionally well. Parents speak warmly about the quality of education and care their children receive. Typical comments were, ‘I feel that my child is treated like an individual’ and ‘A first rate school with excellent leadership.’ What does the school do well and what does it need to do better? Leaders and staff have spent much time and thought on improving how subjects are taught. New plans are now firmly in place across all subjects. Staff are confident in their teaching because they are very well trained. There is a strong emphasis on the importance of reading. Children in the Reception class begin learning to read as soon as they start school. The vast majority of pupils are fluent readers by the end of Year 2. Pupils of any age who need help to catch up receive individualised daily support. Class reading areas are impressive. They provide inviting spaces for pupils to explore and develop a love of reading. Daily STAR (sit together and read) sessions allow for individual and group reading. Pupils were especially proud to tell me about their school library, the ‘book burrow’. They say that this is a magical space which is highly regarded as an exciting place to be. Teachers understand that pupils need to develop a rich store of knowledge and skills as they progress through the school. They plan interesting themes which connect together. I saw this working well during lessons when pupils were studying the Second World War and the Stone Age. Pupils showed an impressive depth of understanding in these subjects. Adults and pupils have positive relationships throughout the school. This helps to ensure that pupils behave well and lessons flow smoothly. Pupils with special educational needs and/or disabilities (SEND) receive effective support. Staff skilfully adapt resources to remove any barriers to learning. Pupils with SEND are fully included in all lessons and activities. Pupils contribute to the life of the school in a wide variety of ways. They happily take up roles such as the ‘play pals’, and as members of the ‘eco team’, and the school and sports councils. Charity fundraising and community activities are often suggested by pupils. These activities help pupils to become thoughtful individuals who are well prepared for life in modern Britain. Pupils understand and appreciate the range of faiths and cultures represented in society. Pupils’ artwork around school reflects this awareness. For example, the corridor of ‘festival trees’ showcases work of a very high quality. Staff speak enthusiastically about the strong support they receive from leaders and colleagues. They feel that school and trust leaders are mindful of their well-being. Staff say that systems are manageable and do not add unnecessarily to their workload. They especially appreciate the professional network groups across the schools in the Flying High multi-academy trust. They feel that this aspect of staff training is invaluable. Children in the early years are keen learners. They have settled extremely well. They respond quickly and sensibly to routines and expectations. Staff in the early years work effectively as a team. They plan excellent activities to promote children’s development. This is particularly true for early reading and mathematics. Many parents praise the quality of teaching and care that their children receive.