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

“Pupils enjoy attending school.”

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

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

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

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

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

“There are respectful relationships between adults and pupils.”

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

“Pupils recommend the school to their friends.”

“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.”

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

“Children settle into school quickly.”

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

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

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

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

“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.”

“Subject leaders are knowledgeable about their subjects.”

“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.”

“Adults help pupils who fall behind.”

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

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

“Curriculum plans are well sequenced.”

“Pupils say they feel safe in school.”

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

“There are a wide range of school clubs.”

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

“Pupils say that behaviour is good.”

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

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

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