Yelvertoft is a happy school. Pupils enjoy their learning and are proud of their school. They know that staff care for them and listen to them, and they feel safe because of this. Leaders promote pupils’ well-being. They know that their role is to care for the whole child. There are several roles that pupils can benefit from. These include being a school leader or a school councillor. Pupils take pride in these roles and in representing their peers. The school has a strongly inclusive ethos. Leaders have high aspirations for all pupils, including those with special educational needs and/or disabilities (SEND). Staff commit to knowing each pupil individually. Relationships between staff and pupils are very positive. Pupils behave well. They are polite and respectful. They play happily together during their breaktimes. Pupils know that bullying is not tolerated. They know that staff are quick to sort out any concerns for them. Pupils have a very clear understanding of equality and diversity. Parents and carers are overwhelmingly positive about the school. One parent, typical of many, said, ‘This is a happy and safe school. Teachers care for the children and nurture them.’ What does the school do well and what does it need to do better? Children in the early years get off to a good start at Yelvertoft. They have daily phonics sessions, which help pupils to learn sounds quickly. Pupils read books that match the sounds they know. Pupils use their decoding skills well to sound out unfamiliar words. If pupils fall behind, staff are quick to provide support. Leaders have recently introduced a new approach to teaching phonics. All staff are now trained to use this programme. However, not all staff feel confident with this new approach at the moment. Leaders aim to ensure that there is a consistent approach to the teaching of reading and phonics across the school. Leaders have ensured that the curriculum is ambitious for all pupils in most subjects. In these subjects, teachers deliver a curriculum that is well planned and sequenced. In mathematics, leaders have thought carefully about their approach to make sure that pupils make progress. The way that the curriculum is organised allows for pupils’ knowledge and skills to build up gradually over time. Pupils said that they enjoy their mathematics lessons. Some subjects are newly planned. Teachers are beginning to implement these plans, but pupils have not yet developed their knowledge fully.