Pupils have a positive attitude towards school. They are enthusiastic about their learning. They work hard. They say that they are happy and safe here. Pupils behave very well. They enjoy receiving ‘good to be green’ stickers when matching the adults’ high expectations. Pupils are then rewarded with ‘green time’ at the end of the week. Incidents of bullying are extremely rare. These are dealt with swiftly and fairly. Pupils show respect for each other and to adults. They are polite. There is a good range of activities to promote pupils’ talents and interests. This is particularly the case in the performing arts. Pupils perform in grand productions and sing frequently. They have the chance to learn a musical instrument. There are many afterschool clubs and a gardening club, members of which take care of the school allotments. Pupils frequently raise money for local and national charities. They have raised money for the installation of a defibrillator on the school site. Most parents and carers have positive views about the school. One typical comment was, ‘The staff here always go above and beyond. Our child is in Nursery and they have made their first experience of school magical!’ What does the school do well and what does it need to do better? Leaders have designed an ambitious curriculum that starts in early years. Leaders have thought carefully about what they want pupils to learn and when they want them to learn it. For example, in science, children in early years learn that plants grow from seeds. Through key stage 1, pupils learn the differences between plants, flowering plants and what plants need in order to grow. Finally, in key stage 2, pupils learn the different parts of plants and their functions. Leaders have ensured that the teaching of phonics and early reading is a priority. Staff have received effective training. They use it well. There is, therefore, a consistent approach to the teaching of phonics that starts in early years. Pupils enjoy the challenge of learning new letter sounds and reading new words. Year 1 pupils were thinking carefully about the sounds in, ‘Fred frog knew a new newt’, for example. Teachers use assessment appropriately. They quickly spot pupils who are falling behind. These pupils receive the extra help they need. Pupils’ reading books are at the correct level of challenge. Older pupils who are confident readers say that they enjoy reading and that there is a good selection of challenging books for them to choose from. Teachers have good subject knowledge. They are able to spot gaps in pupils’ knowledge through effective assessments. For example, ‘flashback’ exercises enable pupils to revisit some previously learned mathematical knowledge. Pupils say that they find these daily reminders helpful. More formal tests help teachers to understand what pupils have remembered over time, so identifying what content needs revisiting. The curriculum for pupils’ personal development is well established. Pupils are being prepared well for the next stages of their education. They have a strong understanding of faiths and cultures that are different from their own. They are taught key skills and attributes such as resilience and cooperation. ‘R’ time encourages pupils to be respectful of others and to communicate effectively, including by using people’s names and making eye contact when speaking with others. The curriculum teaches pupils how to stay safe online. The elected school council provides opportunities for pupils to discuss and debate. Pupils with special educational needs and/or disabilities (SEND) receive effective support so that they can access the full curriculum. They are identified swiftly. Staff have received training in a variety of areas, including autism awareness and dyslexia. There are links with outside agencies, such as the educational psychologist. Children in early years get off to a good start. The curriculum progresses logically from Nursery and into the Reception class. Classrooms and the outdoor area are well organised and resourced. Relationships between adults and children are warm and positive. Children are being prepared well for Year 1. Senior leaders know the school well. They have an accurate view of its strengths and areas for development. The governing body has a good range of skills and experience. Governors make visits to the school and receive comprehensive information from the headteacher. They are, therefore, able to hold leaders fully to account for their actions. Staff say that leaders take account of their workload and their well-being. Recently, there have been numerous changes to leadership roles and responsibilities. Many leaders are either new to leadership or new to their area of responsibility. Consequently, leaders’ knowledge of these new roles and responsibilities is at an early stage.