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

“Pupils enjoy attending school.”

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

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

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

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

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

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

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

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

“Pupils say that behaviour is good.”

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

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

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

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

“There are respectful relationships between adults and pupils.”

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

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

“Subject leaders are knowledgeable about their subjects.”

“Pupils recommend the school to their friends.”

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

“Pupils say they feel safe in school.”

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

“Children settle into school quickly.”

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

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

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

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

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

“Adults help pupils who fall behind.”

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

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

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

“Curriculum plans are well sequenced.”

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