Pupils are very happy at Thorns Community Infant School. The school aims for all its pupils to be ‘successful, confident learners’, and they are. The school environment is calm and orderly, with the buzz of excited, purposeful learning shining through. Pupils feel safe at school. Staff know pupils extremely well and care for them. Behaviour in lessons and around the school is excellent. Pupils say bullying does not really happen here, and they trust adults to stop any unkindness as soon as it starts. Staff have high expectations, and pupils respond accordingly. Learning takes place without unnecessary interruption. Pupils love learning. They are eager to find out new things. Staff make use of every learning opportunity. Leaders have developed a high-quality outdoor environment to support learning. Parents are overwhelmingly positive about the school. They valued the support given to them and their children throughout the COVID-19 pandemic. Staff prioritised the wellbeing of the children during this period. One parent summed up the comments of many saying, ‘My children really thrive here.’ What does the school do well and what does it need to do better? Leaders have planned an ambitious, broad and rich curriculum. Learning takes place in a logical way from the outset. Teachers know what to teach, when and why. They know the vocabulary they want pupils to know, understand and use. Leaders regularly monitor and review subjects to check that the curriculum is being delivered in the way it is intended to be. However, partly because of the pandemic, some subjects have not yet been reviewed in the same depth as others. Children settle extremely well to life in Reception. They are confident and enthusiastic learners. The indoor and outdoor environments are attractive and well resourced. Staff make learning fun and engaging. Happy, smiley faces are everywhere. Children make good progress and achieve well. Leaders want all pupils, including those with special educational needs and/or disabilities (SEND), to read well and enjoy books, and take plenty of actions to make sure that this happens. Leaders have recently introduced a new scheme for the teaching of phonics. All staff received effective training and support in the teaching of early reading. As a result, staff’s subject knowledge is good. They teach phonics well. Phonics teaching starts as soon as children join Reception. Staff quickly support pupils who are finding learning to read more difficult, so they do not struggle. Teachers regularly check pupils’ phonics knowledge to ensure books match the sounds they know. Pupils decode and blend unknown words confidently. They quickly become fluent in reading, which helps their understanding of other subjects. Staff plan story times exceptionally well. Staff choose books to support topics and pupils’ understanding of the world. Pupils listen intently and eagerly. They anticipate what will happen next. Mathematics also starts in Reception. Leaders are extremely knowledgeable and have planned a strong, coherent curriculum. Staff appreciate the high-quality training and support they receive in mathematics. Consequently, staff are confident in their teaching of the subject and their subject knowledge has increased. Pupils develop strong mathematical reasoning and fluency skills. They have a secure knowledge of number facts. Leaders have considered the language and vocabulary they want pupils to know in mathematics. Staff model and pupils practise sentence stems in lessons to explain reasoning and understanding. Teachers challenge all pupils to do their best. Pupils enjoy this challenge and respond well. Pupils take pride in their music lessons. They enjoy learning to play musical instruments correctly. They use language such as ‘pulse’, ‘pitch’ and ‘tempo’ confidently. Pupils know about composing music and composers such as Mozart and Beethoven. Leaders are equally ambitious for pupils with SEND. Leaders quickly identify pupils who need additional support. Staff use strategies effectively so pupils with SEND can learn alongside others. Leaders ensure pupils with SEND take part in all aspects of school life. They receive every opportunity to succeed. Teachers expect good handwriting and presentation in all lessons. However, standards have slipped for some pupils because of the COVID-19 pandemic. Leaders have plans in place to ensure their high expectations return. Pupils enjoy a wide range of opportunities in school. There is a swimming pool on site. This helps pupils develop confident water skills and learn to swim. Visits and visitors support the topics and pupils’ knowledge of the world in which they live. Pupils vote on who should take on roles in school. They can take part in after-school clubs, and leaders track attendance to ensure all pupils participate at some level. They learn about different cultures and faiths. These activities help pupils’ wider personal development. Inspection report: Thorns Community Infant School 1 and 2 March 2022 2 Governors ensure they gather high-quality information about the life and work of the school. This helps them offer effective support and challenge. Staff are extremely proud to work at the school. They feel well supported by leaders and governors.