Pupils enjoy being part of this close-knit, family-orientated and nurturing school. All pupils, including the high numbers of pupils who join the school at different times in the school year, receive a warm welcome. Pupils are proud of their school. They arrive each day eager to learn. They strive to live up to the high expectations that staff have of them academically, socially and emotionally. Most pupils achieve well across a range of subjects. Pupils feel safe. Pupils make friends easily because they care about each other. At breaktimes, pupils play happily with their friends from different year groups. Pupils behave well. They are polite and move around the school in an orderly manner. Any arguments are quickly resolved. Pupils are confident that should any bullying occur, staff will make it stop. Pupils enjoy a varied range of opportunities beyond the academic curriculum to broaden their experiences. Older pupils contribute to decision-making within the school through their roles as school councillors and play leaders. Parents and carers are effusive in their praise of the school. Parents typically commented: ‘This is a brilliant school.’ What does the school do well and what does it need to do better? Governors, leaders and staff are aspirational for all children and pupils at the school, including those with special educational needs and/or disabilities (SEND). Leaders have developed an ambitious curriculum. They have thought carefully about the knowledge that they want children in the early years to learn as well as the essential subject content that pupils in key stages 1 and 2 will know. The early years curriculum and the subject curriculums in the rest of the school are set out in a logical order. This helps children and pupils to build on what they know. Some subject leaders successfully check on how well the curriculum is being delivered to help pupils learn the agreed content. This is not the case for all subjects. The COVID-19 pandemic has meant that the checks on some subjects were paused. This means that some subject leaders are less sure if the curriculums in these areas are being delivered effectively. In some subjects, there are comprehensive systems in place to check pupils’ progress as they learn more and remember more over time. However, these systems are still at an early stage of development in other subjects. This prevents leaders from gaining an accurate view of how well pupils are progressing through the curriculum.