The headteacher has high expectations of pupils and staff. She is determined to secure the best possible outcomes for pupils and provides clear direction for staff through the school improvement plan.
The curriculum makes a positive contribution to pupils’ spiritual, moral, social and cultural development. Pupils develop a good understanding of major world faiths in religious education. In discussing global issues, they develop a strong moral compass that equips them well in considering how they should treat others with respect.
Teachers develop pupils’ reading, writing, speaking and listening skills and, where appropriate, their mathematics skills well across subjects. For example, Year 6 pupils explained to others the instruments they could hear when listening to music. Pupils in Years 4 and 5 applied their measuring skills in science lessons. Pupils in Years 2 and 3 are now enjoying more practical investigations in mathematics, as in exploring shape and space. The teaching of phonics is effective in enabling pupils from Reception to Year 2 to tackle unfamiliar words.
Pupils are enthusiastic learners both in lessons and in extra-curricular activities. They enjoy researching information using computers and are willing to learn from their mistakes, for example in mathematics. They are keen to improve their work and they help each other to edit their writing.
Parents are given regular opportunities to observe their children’s work in school, including during the day. School reports are detailed and include what the pupils need to do to improve their work.
Pupils take pride in the presentation of their work and in their school. Their attitudes to all aspects of their learning are consistently positive and have a good impact on the progress they make.
The behaviour of pupils is good.
Parents, staff and pupils agree that the school makes sure its pupils are well behaved.