This is a rapidly improving school. Pupils say they are happy and feel safe here. They behave well. They enjoy being rewarded by receiving points and certificates in assemblies. Any rare instances of bullying are dealt with promptly. Pupils are enthusiastic. They enjoy school and work hard. Classrooms are busy and purposeful. Staff know pupils and their families well. Pupils who require extra care or support receive it quickly. The ‘Thrive’ programme helps pupils with social and/or emotional needs. Pupils and staff alike know the school’s SMART values well. These encourage pupils to, for example, succeed, make every day count and be respectful. There are numerous opportunities for pupils to take on extra responsibilities. These include being office assistants, librarians, class ambassadors and members of the school and eco-councils. Staff have high expectations. One pupil said, ‘You have to have a go!’ The Year 4 ‘brilliant club’ recently visited a university. This helped to raise their aspirations. Parents and carers are overwhelmingly positive about the school. Typical comments included, ‘My children are happy from the moment they enter the school gates’ and ‘I wouldn’t want my child to attend anywhere else.’ What does the school do well and what does it need to do better? Leaders have built a well-sequenced ‘GROW’ curriculum in most subjects. This encourages pupils to be globally aware and develop a sense of wonder and curiosity about their world. In most subjects, leaders have identified the important knowledge that they want pupils to learn and when they want them to learn it. This knowledge ‘journey’ starts in the early years and ends in Year 6. However, precisely what pupils should learn and when in a small number of subjects is not as clear. Pupils learn and remember more in mathematics. Teachers follow an ambitious and well thought out mathematics curriculum. For example, pupils in Year 2 enjoyed the challenge of calculating money problems. Staff have good subject knowledge. They are quick to spot pupils’ errors or misconceptions. Pupils answer daily ‘fluent in 5’ mathematics questions which they say help them to recall previous learning. Teachers use end-of-unit tests to identify any mathematical knowledge that they need to revisit. The teaching of phonics and early reading is a strength. There is a consistent and systematic approach that starts in the early years. Staff know how to teach phonics well. They ensure that pupils’ reading books match the sounds that they are learning. These books are at the correct level of challenge. Pupils use their phonics skills to try and decode any unfamiliar words. Frequent and accurate assessments mean that pupils who need extra help get it quickly. Pupils enjoy using the wellInspection report: Inkersall Spencer Academy 15 and 16 February 2022 2 stocked and inviting library. Older, more confident readers say that there is a good range of challenging books for them to choose from. There is a range of activities to promote pupils’ talents and interests. These include sport, singing and art clubs. There are residential trips for pupils in Years 2, 4 and 6. These overnight visits help to improve pupils’ confidence and self-esteem. Pupils are being prepared well for life in modern Britain. They know about different faiths and cultures and that families are diverse. One pupil remarked that, ‘Diversity is what makes us unique. It is important for us to study it.’ Pupils have an age-appropriate understanding of sex and relationships education. Leaders identify pupils with special educational needs and/or disabilities (SEND) promptly. Staff frequently review and update pupils’ improvement plans. Parents contribute to this process. These plans ensure that pupils with SEND can access the full curriculum and progress through it well. Staff have received effective training. There are strong links with outside agencies. These include the behaviour support team and an educational psychologist. Children in the early years get off to a good start. The curriculum is designed well to ensure that the children receive the knowledge and skills they need. There are many opportunities for children to develop their knowledge of numbers and writing. Children improve their physical skills in the spacious and well-resourced outside area. They maintain their concentration on a wide selection of appropriate activities. Relationships are warm and positive between adults and children. Senior leaders have an accurate view of the school’s strengths and weaknesses. They are focusing on, and rapidly improving, the right things. The knowledgeable and effective governing body challenges leaders effectively. Staff say that leaders are sensitive to their well-being and to their workload.