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

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

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

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

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

“There are respectful relationships between adults and pupils.”

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

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

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

“Pupils enjoy attending school.”

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

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

“There are a wide range of school clubs.”

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

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

“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.”

“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.”

“Subject leaders are knowledgeable about their subjects.”

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

“Pupils say they feel safe in school.”

“Curriculum plans are well sequenced.”

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

“Adults help pupils who fall behind.”

“Pupils say that behaviour is good.”

“Pupils recommend the school to their friends.”

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

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

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

“Children settle into school quickly.”

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

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

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

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