Pupils are happy and feel well cared for. They enjoy coming to school. They say that bullying is rare, but sometimes pupils can be mean to each other. When this happens, staff deal with it effectively. Pupils behave well in lessons. Pupils are very positive about their learning. They talk about using their ‘character muscles’ when they find things tough. Pupils see mistakes as an important part of learning. They relish the opportunity to talk about their work. Pupils want to do well and they try hard in lessons. They have excellent manners and treat the school environment with respect. Pupils appreciate all that school has to offer. This includes the rich variety of clubs, such as spinning, free running and art. They are keen to take on roles and responsibilities: some jobs even have a waiting list. They told inspectors that their school is special because staff care for them and make their lessons fun. Parents are very positive about the school. One parent said, ‘The staff at Rivelin has always been very supportive. I couldn’t ask for a better school for my children.’ What does the school do well and what does it need to do better? Leaders are passionate about ensuring that all pupils achieve well. Their motto of having ‘high expectations, not high hopes’ is clear to see across the school. The curriculum is broad and well sequenced. Teachers link new learning to pupils’ prior learning. This means pupils build their knowledge well. Curriculum leaders are enthusiastic about their subjects and lead them well. However, some subjects such as art, design and technology and geography are in the very early stages of development. Leaders have put books and reading at the heart of learning. Books are chosen to engage pupils in their topic. For example, Year 6 pupils are reading Percy Jackson because they are studying Ancient Greece. Pupils become very familiar with the class text before starting their topic. This ensures that pupils understand related vocabulary and concepts. Across the curriculum, most lessons are well sequenced to develop pupils’ knowledge. For example, through history lessons pupils talk confidently about the concept of invasion. They compare similarities in the Anglo-Saxon and Roman invasions of Britain. The teaching of mathematics is also very strong. Pupils use what they already know to deepen their understanding. However, at times, some activities do not focus on important knowledge. This means that pupils sometimes remember the fun activity rather than the concept they were learning. Young children make a prompt start when learning to read. Trained staff have the skills to teach phonics well. Teachers build pupils’ knowledge in small steps. Where pupils fall behind, adults support them to catch up quickly. Pupils talk enthusiastically about stories they have listened to. They say that they value the class story time and that it inspires them to read more. The books pupils read are matched to their reading knowledge. This develops pupils’ confidence and motivation in reading. Children in the early years enjoy a motivating and stimulating environment. They become curious and independent learners. Staff make the most of the indoor and outdoor areas to develop children’s skills. Children enjoy the activities staff have planned for them. While playing, children develop their social skills as well as their ability to read and count. Teachers ensure that pupils with special educational needs and/or disabilities (SEND) are supported well in their classes. Time is spent with pupils who need additional support to ensure that they keep up. As a result, pupils with SEN and/or disabilities achieve well. Leaders make sure that all pupils can take part in all the activities on offer.