Pupils thrive at this highly inclusive school. Values such as being ‘welcoming’ and ‘respectful’, or ‘understanding all points of view’, are central to the inspirational ethos. These values shine out in every aspect of school life. One pupil summed up the views of many by saying, ‘I want to go to school every day. We would be happy to come at the weekend too.’ Leaders set the highest of expectations for pupils’ behaviour and learning. Pupils’ behaviour is superb. They have excellent listening skills and a remarkable work ethic. The high standard of work in pupils’ books is impressive. Pupils talk zealously about their roles, including the ‘mini police’, ‘smart council’ and ‘eco-committee’. Pupils take immense pride in making a positive difference to school and community life. Pupils say adults listen to pupils if they are sad or upset. They know that staff will not tolerate unacceptable behaviour. It is sorted quickly. Pupils say bullying incidents are rare for this reason and they feel safe and protected. They are supported to be aware of risks to their safety when online. Many parents and carers use the words ‘supportive’, ‘approachable’, ‘friendly’ and ‘helpful’ to describe the school staff. They also say that their children achieve well. One parent wrote, ‘I have seen my children flourish within the school and reach their full potential.’ What does the school do well and what does it need to do better? The heads of school lead with a strong moral purpose. Leaders, staff and governors share their unwavering vision for every pupil to achieve their very best. A high proportion of pupils join the school at different points throughout the year. For the majority of these pupils, English is an additional language (EAL). Leaders and staff are adept at managing this. All pupils can concentrate on their learning in lessons because behaviour for learning is impeccable. Leaders have thought carefully about what knowledge they want pupils to learn in every curriculum subject. They have invested in high-quality professional development for all staff. This gives staff a wealth of subject-specific knowledge. Leaders understand how each subject should start within the early years framework. They ensure that curriculum plans have specific adjustments to meet pupils needs and starting points. Teachers regularly check what all pupils can remember from their previous learning. They use this information to set follow-up work at exactly the right level of challenge. This helps pupils to learn new knowledge through ambitious next steps. As a result, pupils make rapid gains in all subjects.