Pupils enjoy school. They are polite and well mannered. They behave well in lessons because they want to learn. Pupils listen to each other. They show respect for other people’s views and opinions. They play well together and move around school in a sensible manner. Pupils enjoy the range of after-school clubs and trips available to them. They said that the school makes sure that all pupils can go on school trips. One child said, ‘It’s about equality and equity for all.’ Pupils are proud of their school and have high aspirations. They relish the chance to take on one of the many roles and responsibilities, for example head boy and girl, school councillor or being a representative of a local organisation that helps fundraise for local charities. Pupils feel safe in school and know how to stay safe when they use the internet. They told me that bullying is rare but does happen from time to time. They said that staff deal with any behaviour issues in a quick and fair way. Parents and carers are very positive about the school. One parent said: ‘Lydgate is a great school for my daughter. She really enjoys everything that is going on: trips, breakfast club, after-school clubs and special events. There are rarely any behaviour problems.’ What does the school do well and what does it need to do better? The school is well led and managed. Leaders and governors know the strengths and areas that need improving in the school. They tackle any weaknesses well and make sure that they improve quickly. Governors hold leaders to account. They make sure that all pupils achieve to the best of their abilities. Staff are proud to be part of the school and feel well supported. Leaders place reading at the heart of the curriculum. Children in the Reception class sing songs to remember the sounds they are learning. They play rhyming games and learn about traditional fairy tales. Pupils learn early reading skills from the moment they enter the school. Staff are well trained and skilled in the teaching of phonics. Teachers are ambitious in the number of sounds and words that they expect children to read by the end of each term. Pupils who are not confident readers receive effective extra help. As a result, they are not left behind. Pupils take home books that match the sounds they have been learning in class. Pupils’ vocabulary increases as they learn new words through good reading habits. Teachers are passionate about reading. They read to pupils each day. Leaders ensure that pupils who fall behind catch up and do well. This includes pupils with special educational needs and/or disabilities (SEND). For example, pupils who need it have effective individual teaching support. This helps them to be ready for new learning. Leaders have organised the mathematics curriculum in a logical way. Teachers have a clear understanding of what they want pupils to know. Children get off to an excellent start in mathematics in the early years. They explore mathematics through play. Changes to the way that pupils learn mathematics are having a positive impact. Pupils are keen to take risks and are not worried when they get answers wrong. The majority of teachers use assessment to build on pupils’ prior learning. Some teachers do not always use information about what pupils already know and can do. This means that, sometimes, work set is too easy. The early years is a hive of activity. Children have a smooth transition into Reception and so they are ready to learn when they arrive. Trusting relationships enable children to be happy and motivated. They respond well to adults and are curious to learn. Pupils who speak English as an additional language thrive in a language-rich environment. Leaders have considered the order of the history curriculum. They have linked the topics that they teach to the national curriculum. Teachers enhance the curriculum with exciting trips and inspiring visitors. Pupils enjoy learning about the past. They behave well, enabling teachers to get on with teaching. Pupils have developed an understanding of key events in history, remembering facts well. Pupils are beginning to make links in their learning across topics, for example how Viking women and women in Victorian times received similar treatment. This is not yet the case in all foundation subjects.