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

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

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

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

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

“Subject leaders are knowledgeable about their subjects.”

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

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

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

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

“Curriculum plans are well sequenced.”

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

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

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

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

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

“There are a wide range of school clubs.”

“Pupils enjoy attending school.”

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

“There are respectful relationships between adults and pupils.”

“Pupils say that behaviour is good.”

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

“Children settle into school quickly.”

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

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

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

“Pupils recommend the school to their friends.”

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

“Pupils say they feel safe in school.”

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

“Adults help pupils who fall behind.”

“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.”

“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.”