Summary
Leaders are committed to the wellbeing of pupils. The school’s ‘Forest way’ provides a vehicle through which careful attention is given to pupils’ emotional, physical and mental health. Leaders’ approaches successfully create positive interactions and a harmonious community. As a result, pupils are self-confident and self-aware. Leaders take effective action to identify and mitigate risk. A regular rhythm of leadership meetings, half-termly health and safety committees and a robust approach to record-keeping supports leaders to fulfil their responsibilities in relation to risk management. Leaders have developed secure systems to support pupils who have special educational needs and/or disabilities (SEND). This begins with a focused identification process which is appropriately supported by well-integrated and timely assessments. Teachers are well informed about pupils’ precise needs and support pupils in lessons to access the curriculum and learn effectively. There is some inconsistency around the quality of teachers’ guidance and feedback to pupils to support their next steps in their learning. Typically, the guidance and feedback that pupils receive provides praise but does not always give precise, subject-specific advice about how best to improve their understanding and work. This means that opportunities are sometimes missed to extend pupils' learning. Health and safety arrangements are robust. Suitable attention is paid to aspects such as fire prevention and the administration of first aid. The arrangements are supported by comprehensive records. These actions support the safety and welfare of pupils. Leaders ensure that a comprehensive scheme of work for personal, social and health education (PSHE) is in place. From the Early Years to Year 6, the curriculum focuses on, and revisits, important themes and topics. This enables pupils to build on their knowledge and understanding in an age-appropriate way. Leaders provide opportunities for pupils to take on roles and responsibilities within the school. Older pupils pair up with younger members of the school to support them, this includes reading and playtime buddies. Older pupils act as positive role models and in turn they learn about qualities such as kindness and patience. Leaders place importance on supporting the local community. Pupils are involved in a range of initiatives that broaden their experiences and understanding. They develop a sense of social responsibility and this helps prepare them well for their future lives. Leaders actively promote equality, diversity and inclusion. This is achieved through units within the PSHE scheme of work and through constantly reminding pupils about the importance of treating everyone with respect. Pupils challenge discrimination whenever it arises. Appropriate safeguarding processes are well embedded, including those related to pre-employment checks and recruitment.
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