Many Newton Primary School pupils make strong progress in their learning and develop as motivated and enthusiastic learners. They enjoy learning in a safe and caring environment and appreciate the many opportunities they have to influence what they learn and how they behave. Leaders and staff work hard to ensure that pupils feel valued, are listened to and behave well. The school’s provision for the development of pupils’ spiritual and moral development is a strength. Pupils benefit from meaningful opportunities for personal reflection through daily assemblies, and they take part in worthwhile activities with the local community. This helps them to develop a strong sense of understanding, care and compassion for others. The school has a strong focus on developing staff expertise that has led to improvements over time. This includes a wide range of rich professional learning opportunities that helps staff to reflect on their teaching and work together to improve their practice. Many pupils benefit from the specialist expertise of teachers and develop a thirst for knowledge. Most make effective progress in their digital and mathematical skills. They respond well to challenge and work with confidence and resilience. Teachers model a broad vocabulary and this helps pupils to use language skilfully. They read fluently and communicate well with other pupils and adults. Staff are encouraged to try new approaches to teaching and to develop the range of learning experiences they offer pupils. High-quality outdoor provision is having a strong impact on the development of pupils’ learning and well-being, particularly their physical and problem-solving skills. Pupils enjoy plenty of opportunities to work collaboratively in pairs and small groups. Although pupils are busy with these independent tasks, the activities do not always challenge them to practise and improve their skills at a high enough level. The headteacher and governors provide efficient and supportive leadership. This has been particularly important during the pandemic. Leaders have high expectations of themselves and everyone within the school community to do their best for pupils. At times, however, the school’s improvement processes do not identify precisely, or prioritise in a timely enough manner, the aspects of teaching and learning most in need of improvement. This includes the development of older pupils’ writing skills and their use of feedback to move their learning on.