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

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

“Pupils say that behaviour is good.”

“Adults help pupils who fall behind.”

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

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

“Subject leaders are knowledgeable about their subjects.”

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

“Pupils say they feel safe in school.”

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

“Pupils enjoy attending school.”

“Children settle into school quickly.”

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

“Pupils listen carefully to what adults say. They join in class discussions enthusiastically.”

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

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

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

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

“Pupils recommend the school to their friends.”

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

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

“There are respectful relationships between adults and pupils.”

“There are a wide range of school clubs.”

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

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

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

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

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

“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.”

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

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

“Curriculum plans are well sequenced.”

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

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