The leadership team has maintained the good quality of education in the school since the last inspection. In 2013, governors took the decision to create a federation of schools, initially with one other Church of England school and subsequently with a second. As executive headteacher, you now lead all three schools within the ‘Saints Federation’. It has been a period of significant change and development. You, together with the deputy headteacher, have ensured that there is strong and effective leadership in place. You have made sure that the federation, while allowing for the sharing of best practice across the three schools, also recognises and meets the unique nature, characteristics and needs of each of the individual schools. This has helped to ensure that the pupils at All Saints’ continue to thrive both socially and academically. The comment of one pupil, that ‘We are like a family and in a family everyone loves and cares for each other’, personified the nurturing atmosphere that exists within the school. You have made changes to the leadership structure. The deputy headteacher of the federation now takes a central role in leading the school on a day-to-day basis. This helps to ensure that parents have a first point of contact. You have used the expertise that exists within the staff of the federation to create leadership posts that operate across the schools. A particularly effective example of this is through the leadership of provision for pupils who have special educational needs and/or disabilities. The federation leader has established innovative methods of planning for the specific and individual needs of these pupils and this helps them to make good progress. The leader of physical education also coordinates the work across two of the schools, and this has greatly helped in improving the quality of teaching and extending opportunities for extra-curricular activities. As a result, pupils are able to take part in a wide range of competitive sports and activities, including tag rugby, cross-country, athletics and netball. You have recognised that there are further benefits that can be achieved by extending this system of federation subject leadership and have plans in place to achieve this. However, as yet, this is not embedded for all areas of the curriculum and this slows development in some subject areas, such as history, geography and science. There is further work to be done to ensure that all subject leaders are fully skilled in leading their subjects effectively to ensure that pupils make the same good progress in all subjects that they do in reading, writing and mathematics. You, together with the governors of the school, rightly identified that there was a need for remodelling of the inside of the school building. This has led to the creation of an additional classroom so that all pupils are now taught in suitable accommodation. This also allows for effective use of the school hall for physical education, assemblies and other activities, rather than as a make-shift classroom. The learning environment in school is bright, attractive and supports and celebrates pupils’ learning. You have high expectations of all members of the school community and convey these clearly, with authority. Teachers now have greater ownership of their work. They have been well supported in developing their skills, both through opportunities to work alongside colleagues from the other schools and through professional development sessions led by external consultants and the local authority. Teachers and other staff who responded to the online survey were overwhelmingly positive about the changes that had taken place under your leadership. One member of staff commented, ‘I value the support of the staff who work at the other two schools in our federation and I find the times when we get together and share ideas a great help.’ You, together with governors, have a clear view of how the school can continue to improve. You are ambitious to ensure that pupils have the best opportunities that they can to succeed in all areas of school life. While plans for improvement focus on appropriate priorities, the actions do not have tightly defined success criteria. You recognise that this limits the opportunity for you, and other leaders, to sharply evaluate the impact that the actions have on bringing about the desired improvements. Pupils show great pride in their school. Pupils are polite, caring and well mannered. Their behaviour is consistently good. They take responsibility for their own and others’ behaviour. Pupils are articulate and keen to share their learning. A calm, productive atmosphere exists throughout the school, with pupils fully engaged in their learning. Pupils’ spiritual, moral, social and cultural development is promoted extremely well. As a result, pupils have a clear understanding of their responsibilities and opportunities as future citizens of modern Britain.