Pupils enjoy learning at Rydon primary. The new headteacher has set high expectations. Pupils are in no doubt of what these are. Early years staff set the bar high from the moment children join the school. Classrooms are calm and purposeful for learning. Pupils are eager to learn. They say poor behaviour does not exist. Warm relationships between pupils and staff permeate the school. As a result, pupils feel safe and confident to talk to any adult if they have a concern. Pupils say that bullying rarely happens and, if it does, staff deal with it quickly. Pupils embrace the school values of respect, resilience, responsibility and teamwork. They like the different clubs on offer. They relish the many opportunities they have to take on positions of responsibility. Older pupils buddy up with children from the early years to help them settle into ‘The Rydon Way’. Most parents and carers would recommend the school. One parent’s comment that captures the opinion of many was ‘Staff clearly care about my child and us as a family.’ What does the school do well and what does it need to do better? Leaders have developed an ambitious and well-sequenced curriculum. Learning builds well on pupils’ prior knowledge. For example, in the early years, children learn to play musical instruments. By the time they leave Year 6, pupils compose and play music using a variety of instruments. Pupils link their knowledge from other subjects well. This helps them to deepen their understanding across the curriculum. Pupils remember the knowledge that leaders want them to learn. Carefully considered support plans, coupled with effective provision, ensure pupils with special educational needs and/or disabilities (SEND) achieve well across the curriculum. Reading is the backbone of the curriculum. Leaders promote a love of reading from the moment children start school. The early years is awash with high-quality books that underpin learning. Children are well prepared for Year 1 because they achieve well in reading. Older pupils read widely and often and enjoy reading. Staff receive the appropriate training they need to deliver the school’s approach to phonics. Most pupils learn to read well. Pupils, who find learning to read difficult have additional support to help them catch up. However, some of these pupils do not always have books that match the sounds that they know. This hampers their ability to catch up quickly and become confident, fluent readers. The mathematics curriculum has been well thought out. Children get off to a good start in the early years. Staff take every opportunity to develop children’s knowledge of early mathematics, for example counting beats when playing musical instruments or when visiting the play post office. Further up the school, teachers explain learning effectively. Pupils learn mathematical facts well and draw upon this knowledge to solve problems using appropriate methods and strategies. Leaders have adjusted the curriculum because of missed learning caused by the pandemic. As a result, some pupils receive extra support to help them secure knowledge of key concepts. These pupils are catching up quickly. Leaders have recently developed their approach to checking what knowledge pupils have remembered. This helps most staff to make appropriate changes to the curriculum. However, sometimes staff do not use this information well enough. This means that some pupils do not reach the high standards they are capable of. Pupils’ personal development is well catered for. The personal, social and health education (PSHE) curriculum helps pupils to develop a secure understanding of the differences that exist in society. Leaders often adapt the curriculum so that pupils learn about important issues. Pupils do much work with the local community. Recently this has been affected by the pandemic. Nevertheless, leaders have plans to reintroduce this work alongside wider educational visits. Pupils have a secure understanding of how to have a healthy relationship. They know what is and what is not acceptable. Specialists from the trust have worked closely with subject leaders to improve their expertise. Staff appreciate the opportunities they have to develop professionally. They value the team spirit and open culture that exists in the school. Staff morale is high. The experienced governing body holds leaders to account effectively for the standard of education that pupils receive.