Pupils enjoy the calm and nurturing community of Tatsfield Primary School. It is a safe place for them where they feel happy and cared for. They know that their teachers want the best for them. They describe the adults in the school as people they know they can trust. Teachers strive to provide engaging and challenging learning for their pupils. They have high expectations of what each pupil can achieve. The school motto ‘Aim high, achieve more’ captures well how teachers encourage their pupils to succeed. Staff help pupils to feel confident in their learning, ready to take on any difficulty. Leaders have made sure that pupils behave well in class and at play. Pupils follow the rules happily. They know they are there to protect them and help them learn. Pupils do not fear bullying because it rarely occurs. They trust adults in the school to put a stop to it if it happens. Parents are very pleased with what the school provides. One parent commented, ‘My son loves school. His teachers are always spot on when they describe him to us. They really know him and know how to bring out the best in him.’ What does the school do well and what does it need to do better? Leaders set about strengthening their curriculum content two years ago. They ensured that plans in each subject outlined the precise knowledge and skills pupils should learn. Leaders have checked that learning builds from one year to the next. This carefully considered plan begins in Reception and goes straight through to Year 6. As a result, pupils by the end of key stage 2 are fully ready for secondary education. Teachers deliver the curriculum with skill. They have secure subject knowledge. They think hard about how to make the learning both challenging and accessible to all. Pupils say that what they love most about the school is what they learn. They talk about their lessons with real enthusiasm. They can remember key knowledge and explain why that knowledge is important to have. Pupils with special educational needs and/or disabilities (SEND) are fully included in all learning. They, too, make strong progress. At the heart of the school, there is a focus on reading. Reception children learn letters and their sounds from the start. A love of books begins here. Children adore adults reading to them. They will often pick up one of the many story books in the classroom and leaf through them. Older pupils continue this reading habit. They read regularly and widely. Teachers strengthen this further by making sure pupils learn key words. As a result, pupils develop a rich vocabulary. Many pupils become fluent readers quickly. By the end of key stage 1, almost all pupils achieve well in their reading. However, leaders have noted that a few weaker readers take longer to reach this level. Leaders have acted to put this right. They have made significant improvements to how teachers will deliver the phonics programme. They have invested in a new range of reading books. These will accurately match the sounds that pupils have learned. Teachers systematically check on all pupils’ progress and development. They identify quickly what pupils with SEND need to learn well. The special educational needs coordinator works with staff to adapt the learning. She ensures that pupils receive the right help at the right time. Pupils behave very well. They have positive attitudes towards their learning. Teachers help them, from the earliest age, to be able to work independently. Pupils are also encouraged to help and be kind to others. Leaders focus on making sure that pupils have a broad and rich experience at school. They plot out in each year what opportunities for enriched learning each pupil has. For instance, during the inspection, Reception children sat mesmerised by a visit from the local Fire Service. Pupils go on three residentials in their time at the school. They also enjoy the excellent opportunities the extensive site offers. Gardening club and Forest School are popular options. The headteacher and his team take the well-being and professional development of their staff very seriously. Staff feel well supported and valued. The trust offers useful support. The local governing body and the board of trustees keep themselves properly informed about the school. Governors are about to resume their monitoring schedule so that they can see at first hand the work of the school.