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

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

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

“Children settle into school quickly.”

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

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

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

“There are a wide range of school clubs.”

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

“Pupils recommend the school to their friends.”

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

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

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

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

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

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

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

“Pupils say they feel safe in school.”

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

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

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

“Pupils enjoy attending school.”

“Curriculum plans are well sequenced.”

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

“There are respectful relationships between adults and pupils.”

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

“Pupils say that behaviour is good.”

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

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

“Subject leaders are knowledgeable about their subjects.”

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

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

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

“Adults help pupils who fall behind.”

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