The headteacher has high expectations of staff and pupils and leads by example. Leaders have a clear vision that is shared by staff, pupils and governors that focuses on the wellbeing and progress of all pupils. Staff foster a nurturing, inclusive environment where pupils feel safe and valued. They maintain strong working relationships with pupils and their families, ensuring a supportive community that contributes successfully to pupils' confidence and eagerness to learn. Most pupils make good progress from their individual starting points, including those pupils with additional learning needs (ALN) and those from low-income households. Most learning activities meet pupils’ needs well. Over time, staff have developed a broad and stimulating curriculum centred around creativity and developing pupils’ skills. They provide a wide range of opportunities for pupils to apply the skills they acquire to their work across the curriculum. This includes valuable opportunities for the youngest pupils to develop a range of skills appropriately through play-based activities. Across the school, teachers use feedback effectively to support pupils to improve their work during lessons and to prepare them as they move to their next stage of learning. The school’s provision for pupils with ALN is a strength. Staff consider the needs of pupils carefully and make any necessary changes to classrooms and learning to ensure that the needs of all pupils are met. Visitors provide appropriate opportunities for pupils to learn about the world beyond the classroom. Pupils participate in beneficial enterprise projects, although links to the local community are less developed. Leaders have a sound understanding of the school’s strengths and areas for improvement. The headteacher places a strong emphasis on professional learning, which in turn assists staff to contribute effectively to the school improvement process. Leaders place a high priority on attendance and work with families to ensure their children attend school regularly.