Pupils at Rochford Primary and Nursery behave very well. They are proud of their school and demonstrate the values of ‘inspiring lifelong learning’. Bullying is rare, but if it happens, staff sort it out quickly. Pupils say that they learn to treat others as they would like to be treated themselves. Pupils are polite and respectful. They feel safe and voice their ideas and opinions with confidence. Pupils feel that staff listen to them. Pupils understand how democracy works, for instance by voting for their class representative on the school council. Older pupils act as class ambassadors. They learn to develop independence. Pupils love coming to school. They say that they enjoy their learning, especially reading and mathematics. Pupils respond well to leaders’ high expectations. They show positive attitudes to their work and try hard in lessons. Parents and carers have overwhelmingly positive views about the school. A typical comment was, ‘Rochford Primary is a wonderful school that I feel privileged that my child can attend.’ What does the school do well and what does it need to do better? Leaders have constructed an ambitious new curriculum which aims to broaden pupils’ horizons and experiences. Pupils learn through exciting topics and look forward to educational trips such as visiting a well-known air museum. Curriculum plans for all subjects set out clearly the essential knowledge that pupils need to learn. For example, in mathematics, teachers know the exact content they need to teach, and when to teach it. Leaders have planned the curriculum closely. Pupils have opportunities to return to topics to deepen their understanding and practise what they have learned. For example, within geography, pupils learn map skills each year. They build upon and deepen previous learning well. Teachers make regular checks on pupils’ learning, especially in English and mathematics. However, in a few other subjects, some older pupils do not remember all the key knowledge and facts they should to be able to learn and achieve well. The teaching of reading is given a high priority. Children in early years learn phonics from the moment they start school. Teachers use well-established routines to help children learn new sounds, carefully using repetition, rhymes, and movement. Where possible, teachers aim for all pupils to keep up with learning, rather than have to catch up. However, adults effectively provide extra help for any pupils who need it. Pupils who have special educational needs and/or disabilities (SEND) receive strong support. Staff work effectively with different specialist services to support pupils and their families. Staff also provide high-quality additional support when required, to help pupils with their work. Consequently, pupils with SEND access the whole school curriculum and achieve well. Children in the early years are provided with well-planned opportunities to explore learning in interesting and often practical ways, including rhymes and songs. Children develop secure knowledge across the areas of learning which prepare them well for later learning. Children grow in confidence and develop their independence well from Nursery. Leaders promote the well-being of pupils and adults alike. Pupils benefit from a highquality personal, social, health and economic education curriculum. Pupils are taught to develop healthy relationships, which helps them to maintain strong friendships. The pastoral team work diligently to support pupils, families and staff. This creates an environment where everyone feels valued. Leaders and governors know parents very well. They understand the strengths and areas for improvement. Governors and multi-academy trust staff are committed about their roles. They support leaders effectively and challenge them when necessary.