The leadership team has maintained the good quality of education in the school since the last inspection. You have redoubled your efforts to provide an education which develops pupils into well-rounded citizens and provides a firm grounding in academic success. Staff and governors share your high expectations and all are committed to achieve the best outcomes for your pupils. Parents appreciate how accessible you are to them and the way that any of their worries are quickly allayed. The result of your work is a school that is calm, welcoming and allows pupils to thrive. Every pupil I spoke to said that they are happy in school. This view is supported by all of the parents I spoke to and those who responded to Ofsted’s online questionnaire, Parent View. Teaching at Beckermet is characterised by strong relationships between staff and pupils. Staff know all pupils well and ensure that those who need extra support receive it quickly. Pupils get along very well together and are keen to see their friends succeed. Pupils who are new to the school settle in quickly and soon become part of the Beckermet ‘family’. The behaviour of pupils is exemplary. They are polite, well mannered and confident. In the previous inspection, the inspector reported that teaching did not always move at a brisk enough pace and did not allow pupils to apply their learning quickly enough. In addition, teachers were not always clear in their explanations to pupils, and leaders did not always check the quality of teaching well enough. You have made the necessary improvements in the quality of teaching. Teachers’ explanations are now clear and pupils are quick to engage with their learning. You have also strengthened your monitoring of teaching to ensure that any new teaching methods are being adhered to across the school. The previous inspector also noted that pupils in key stage 1 were not achieving the standards of which they were capable and that pupils who struggle were not always supported to catch up. Again, you have rectified these points. Pupils are now achieving well. In 2016, key stage 1 pupils’ progress from starting points in reading, writing and mathematics was above the national average. Also, a higher than average proportion of pupils who struggled with reading and writing at the end of the early years were supported to catch up in 2016. We discussed an area where further work is needed in your ongoing improvement. In mathematics, although pupils are making strong progress with their calculation skills, they do not have regular opportunities to solve problems and to use reasoning to explain their mathematical thinking. Safeguarding is effective. You have ensured that staff and governors are kept up to date with safeguarding training and changing government guidance. Staff are aware of procedures should they suspect that a child is at risk from harm. Where concerns are raised, you are quick to act and ensure that other agencies are involved to make sure that pupils are kept safe. Appropriate checks are completed on adults before they are free to work with pupils. There is a caring ethos within the school and pupils say that they feel safe. This includes when they use the internet or mobile phones. Pupils are mindful of their responsibilities when using technology and are well aware of related issues, such as cyber bullying. Parents report that pupils are well looked after and are kept safe in school. Every parent who spoke to me and those who responded to Parent View share this view. Inspection findings Pupils make strong progress in a wide range of subjects. Published information for pupils leaving key stages 1 and 2 in 2016 showed that pupils made strong progress in reading, writing and mathematics. Work in pupils’ books shows that they make similar progress in other subjects such as history, geography and science. Pupils spoke to me at length about their learning. This included pupils’ detailed knowledge of the Second World War, rivers and continents. Pupils also spoke excitedly about the range of sports activities they are involved in, and their progress and achievements in physical education. Pupils make strong progress with their mathematical fluency, enabling them to hone their calculation skills. Work in pupils’ books shows that they are increasingly able to tackle more challenging calculations over time. However, pupils do not have regular opportunities to apply their strong mathematical knowledge to a range of problem-solving and reasoning tasks.