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

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

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

“Pupils recommend the school to their friends.”

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

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

“Pupils say that behaviour is good.”

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

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

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

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

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

“Adults help pupils who fall behind.”

“There are a wide range of school clubs.”

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

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

“There are respectful relationships between adults and pupils.”

“Subject leaders are knowledgeable about their subjects.”

“Pupils say they feel safe in school.”

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

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

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

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

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

“Pupils enjoy attending school.”

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

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

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

“Curriculum plans are well sequenced.”

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

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

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

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

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

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