The school has undergone rapid improvement since the last inspection. The school has worked swiftly to develop an ambitious curriculum that meets the needs of pupils, including those in mixed-age classes. Staff have identified precisely what they want pupils to learn from Reception to Year 6.

Teachers explain learning clearly. They ensure that pupils know what they need to do to be successful. Teachers model key language accurately. As a result, pupils learn the crucial curriculum content and vocabulary they need. Staff generally check pupils’ understanding carefully. This means they address misconceptions quickly. However, sometimes the checks made on pupils’ writing are not precise enough. As a result, pupils’ inaccurate spelling and use of key vocabulary are not always addressed.

The school has prioritised reading. Pupils enjoy daily reading sessions. They discuss the high-quality texts they read excitedly. This starts in early years, where children engage happily with stories and rhymes. High-quality teaching of phonics helps pupils to become confident and fluent readers quickly. Teachers check systematically that pupils know the sounds and letters they need. As a result, they identify any pupils who fall behind swiftly. These pupils receive the help they need to catch up. Books are carefully matched to pupils’ phonics knowledge. This helps them to practice their reading independently.

Staff identify pupils’ individual barriers to learning accurately. This helps them adapt learning effectively for those pupils who need additional help. As a result, the vast majority of pupils, including those with SEND, learn all the curriculum content they need.
A small group of pupils with historic gaps in learning follow a curriculum to consolidate their key skills in some subjects. However, this curriculum does not introduce pupils to new content swiftly enough. This means that these pupils are not narrowing their gaps in learning.

Pupils’ work shows they build on the skills and knowledge they learn over time. For example, pupils recall prior learning on the Mayans when writing about Anglo-Saxon societies. They clearly identify how societies have similar structures. Pupils write accurately in a variety of styles. They develop increasingly sophisticated use of grammar
and language.

The school’s work on personal development is exceptional. The curriculum expands far beyond the classroom. This includes very well-designed activities to deepen pupils’ understanding of the curriculum. For example, pupils plan and host an annual arts festival
to share their learning in a range of subjects. Pupils also develop their skills and talents through the excellent array of clubs on offer. These opportunities benefit every child in the school deeply. The school has prioritised pupils’ physical and mental health. Pupils develop strategies to manage their emotions through the excellent work of the pastoral team. These strategies help them to manage their feelings effectively.

The dedicated staff team works in the best interests of pupils. The training and support leaders offer help staff carry out their skilled work. Governors contribute strongly to the life of the school. They ensure they know the school well. They use this information to offer high levels of challenge and support.

Pupils love learning. They concentrate well and listen carefully to teachers. The school tracks behaviour and attendance carefully. This allows it to identify pupils who may need additional help to behave well and attend more. The school is doing all it can to reduce absence for those with the lowest attendance. This work is effective. Pupils attend more frequently as a result.

The arrangements for safeguarding are effective.