“Pupils say they feel safe in school.”

“Leaders have thought carefully about the curriculum plans they have introduced.”

“There are a wide range of school clubs.”

“There is a strong team culture within the school.”

“Teachers who are new to the school welcome the support they receive.”

“Staff work closely with professionals from external agencies to provide support for pupils with SEND.”

“The ‘Mountbatten 50’ challenges pupils to complete a range of interesting activities
before they leave the school.”

“Pupils enjoy attending school.”

“There is a clear focus on the teaching of early mathematics and reading.”

“Senior leaders, alongside the multi-academy trust, have provided subject leaders with training.”

“Staff encourage
pupils to be independent from an early age.”

“Leaders work well
with members of the multi-academy trust to support staff.”

“Staff welcome the highquality training they receive. They feel proud to work in the school.”

“Staff are well trained in teaching children to read.”

“Pupils learn how to keep safe when using the internet.”

“Pupils recommend the school to their friends.”

“Curriculum plans are well sequenced.”

“Children start to learn to read as soon as they enter the school.”

“Teachers appreciate the support they receive from subject leaders to help them improve their teaching.”

“Leaders have considered what pupils might need to know to broaden their understanding of the world around them.”

“The residential visit to Robinwood encourages pupils to experience new challenges and work collaboratively with their friends.”

“Pupils enjoy learning about a wide range of subjects.”

“Children settle into school quickly.”

“Pupils access a range of visits and activities beyond their own experiences.”

” Some teachers check carefully to find out which pupils are stuck and which pupils need further challenge during lessons.”

“The early years environment is inviting and well organised.”

“The school is calm and orderly. Pupils walk around school sensibly and are courteous to one another.”

“Leaders and teachers make regular checks to see how well pupils with special educational needs and/or disabilities (SEND) are doing.”

“Teachers check what pupils have learned and remembered each term.”

“Subject leaders are knowledgeable about their subjects.”

“Pupils say that behaviour is good.”

“Adults help pupils who fall behind.”

“Pupils support each other well when they are completing their work.”

“The school enjoyed recent success when the computing club won a local area competition using their coding skills.”

“There are respectful relationships between adults and pupils.”