“Curriculum plans are well sequenced.”

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

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

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

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

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

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

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

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

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

“Subject leaders are knowledgeable about their subjects.”

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

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

“Pupils recommend the school to their friends.”

“Pupils say they feel safe in school.”

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

“Pupils say that behaviour is good.”

“There are a wide range of school clubs.”

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

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

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

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

“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.”

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

“Children settle into school quickly.”

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

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

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

“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.”

“Adults help pupils who fall behind.”

“Pupils enjoy attending school.”

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

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

“There are respectful relationships between adults and pupils.”