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

“Subject leaders are knowledgeable about their subjects.”

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

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

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

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

“There are respectful relationships between adults and pupils.”

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

“Pupils recommend the school to their friends.”

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

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

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

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

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

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

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

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

“Curriculum plans are well sequenced.”

“Pupils say they feel safe in school.”

“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.”

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

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

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

“Pupils say that behaviour is good.”

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

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

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

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

“Children settle into school quickly.”

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

“Pupils enjoy attending school.”

“There are a wide range of school clubs.”

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

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