“Pupils are happy and enjoy their learning. There are strong relationships between staff and pupils.”

“Pupils with special educational needs and/or disabilities are well supported in mathematics… As a result, pupils achieve well in mathematics.”

“Leaders have designed an ambitious curriculum… As a result of this well-planned and well-taught curriculum, pupils achieve well.”

“Pupils told inspectors that bullying is rare. Pupils behave well at social times and enjoy playing games together.”

“Through their focus on personal development, leaders support pupils to be confident, resilient and independent.”

“Leaders have ensured that reading is high priority. Pupils talk about a range of different books and authors that they enjoy reading.”

“Staff say they are proud to work in the school… ‘There is a lot of staff buy-in and a real team ethos.’”

“Behaviour in school is good… This has helped to create a settled and industrious feeling in classrooms.”

“Leaders have high expectations of pupils. Staff share a determination to help children succeed.”

“Children settle quickly in the early years. Staff rightly focus on developing children’s vocabulary and communication skills.”

“Trustees know the school well… They use this information to hold leaders to account effectively.”

“Leaders, including trustees, have established a culture of high expectation… This has led to the school being a calm place where pupils focus on their learning.”