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

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

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

“Subject leaders are knowledgeable about their subjects.”

“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.”

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

“Pupils enjoy attending school.”

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

“Pupils recommend the school to their friends.”

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

“There are respectful relationships between adults and pupils.”

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

“Pupils say that behaviour is good.”

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

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

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

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

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

“There are a wide range of school clubs.”

“Adults help pupils who fall behind.”

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

“Pupils say they feel safe in school.”

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

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

“Children settle into school quickly.”

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

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

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

“Curriculum plans are well sequenced.”

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

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

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

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

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

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