“Pupils recommend the school to their friends.”

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

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

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

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

“Pupils say they feel safe in school.”

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

“Pupils say that behaviour is good.”

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

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

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

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

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

“Curriculum plans are well sequenced.”

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

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

“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.”

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

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

“Adults help pupils who fall behind.”

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

“Subject leaders are knowledgeable about their subjects.”

“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.”

“Children settle into school quickly.”

“There are respectful relationships between adults and pupils.”

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

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

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

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

“Pupils enjoy attending school.”

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

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

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