The school’s ethos is ‘one community – many cultures – achieving together’. Linked to this, leaders and staff want all pupils to work side by side to do their very best. They have successfully created a close-knit school community where this happens. Pupils are happy, safe, confident and enjoy spending time with their friends. They value the range of extra activities and special events that the school organises to support their learning and make it fun, especially the trips to Condover and London. Pupils say, ‘It’s a good school because you get to be with your friends and we have opportunities to learn.’ There is a calm atmosphere around the entire school. Pupils get along with each other and enjoy learning. Staff reward good behaviour. The reward of ‘NORTS’ is very popular among the pupils. Any negative behaviour is dealt with effectively and consistently. Bullying is rare, but when it does happen, pupils say that staff are quick to deal with it. Parents value the welcoming feel of the school and the friendly personalities of the staff. They find staff approachable and easy to talk to. Parents say, ‘It’s a perfect school where children come home happy every day.’ What does the school do well and what does it need to do better? When children join the Reception class they settle quickly. This is because staff work closely with parents before their children start school and throughout the year. Parents appreciate this. Strong, caring relationships exist between the staff and the children. Children learn lots of new things quickly due to the work of skilled staff. Staff fill any gaps in children’s knowledge or experiences, so that their learning is not held back. The development of children’s language skills is a whole-school priority. Children are confident and cheerful. They are particularly excited about the newly-hatched chicks that they will soon be meeting. Most of the curriculum is well planned. In many subjects, including English and mathematics, teachers are clear about what pupils need to learn and when they need to learn it. This helps teachers to plan lessons that build on what pupils have learned before. In these subjects, pupils remember what they have been taught and understand it. They use this knowledge to help them learn new things. Pupils’ knowledge and skills build well over time. Pupils who are disadvantaged do very well. In some subjects, such as design and technology and music, the order of learning is not so well planned. Lessons do not always build on what pupils have learned before. As a result, teachers have to go back and fill gaps in pupils’ knowledge and skills. This slows learning down. Therefore, pupils are not achieving as well as they could in these areas. Most of the time, teachers provide work that makes learning purposeful and interesting. Pupils with special educational needs and/or disabilities (SEND) are fully included in all aspects of school life. Staff are well trained to identify and support the needs of pupils with SEND. They provide extra support when required. Staff ensure that work is well matched to the ability of all pupils, including the most able. Staff manage behaviour well across the school. In most lessons, teaching is not interrupted, so pupils can learn. Behaviour outside of the classroom is also very positive due to effective systems that leaders have put in place. Reading is at the heart of the curriculum. From the very start of Reception, staff teach phonics well. This continues throughout Years 1 and 2. This is a result of effective wholeschool training. Pupils across the school are developing a love of reading and they enjoy sharing books. Pastoral care is one of the school’s strengths. Staff know pupils well and they take great care of them. They provide extra support in many ways. Especially, for pupils who are anxious or lack confidence. Pupils trust staff to help them with any problems they face. Pupils can take on extra responsibilities in school, such as learning to learn ambassadors. Staff are committed to raising pupils’ aspirations. For example, pupils attend sporting and musical events, such as ‘young voices’. The school is well led. Short-term changes to the leadership team have provided staff with opportunities to take on new responsibilities. Leaders new to their role are doing an excellent job. Leaders value their staff, and staff respect their leaders. Staff say that they feel ‘trusted’ to get on with their job. They appreciate this immensely. Governors are supporting the school to provide the best possible education for its pupils. They take their role seriously. They make thorough checks on English and mathematics. However, they are less confident when checking the quality of education in other subjects.