The leadership team has maintained the good quality of education in the school since the last inspection. Despite recent changes to the leadership of the school, Begbrook Primary continues to be a good school. Those responsible for governance, including the trust, ensure that there remains a sharp focus on improving outcomes for all pupils. You appreciate the collaborative work offered by the trust to support the improvements being made. You, together with the vice-principal, started at the school in September 2017. You are ambitious for pupils and committed to developing excellence in the education provided. You aim for pupils to leave the school fully and solidly prepared for the next stages of their education. You have worked effectively to develop a thorough and accurate analysis of the school’s strengths and next steps. You are fully aware of how well different groups of pupils throughout the school are achieving. Achievement overall is good across the school. However, you are not complacent. You are aware that some groups of pupils, for example boys and pupils who are disadvantaged, could achieve more, particularly in reading and writing. Pupils enjoy school; attendance is above the national average and continues to improve. The majority of parents and carers are very pleased with the continuing good-quality education. Some would like more information to be provided, particularly so that they know more about the progress their children are making. In an attempt to improve this, leaders have already started extra parent consultations and work to improve the school’s website. In approaching key areas for improvement, you recognise the strong and emerging leaders who work across the school. Much work has taken place since the previous inspection to ensure that leaders have a clear role in ensuring that the school continues to improve. Together, you are forming a cohesive, forward-thinking team that is determined to ensure that every pupil can ‘believe, achieve and succeed’. Your work to improve outcomes for specific groups of pupils is informed by educational research into teaching strategies that have been shown to work in other schools. You combine this with your own research into pupils’ individual needs. For example, following trials in a small number of classes in the autumn term, you have introduced some new resources and strategies to teach reading across the school. Teachers have a clear and consistent understanding of how to develop pupils’ comprehension. An agreed system of ‘retrieve, interpret, choice’ used in each reading lesson is helping to develop pupils’ understanding of what they are reading. You are also ensuring that pupils enjoy what they read. Pupils develop their appreciation of books through shared class discussion and an investment in class sets of high-quality books. As this work is new, you know that analysis of its impact on pupils’ progress will be needed to ensure that achievement continues to improve. Staff feel included and supported as improvements continue to be made. The high morale of staff described in the previous inspection report remains as high now. You and your leadership team are committed to providing detailed, precise feedback to staff as you visit lessons, look at pupils’ books and analyse pupils’ progress. As a result, teachers are developing a clear idea of how to make adaptations to their teaching. Your aim is that pupils can succeed, no matter what challenges they may face. Safeguarding is effective. The leadership team has ensured that all safeguarding arrangements are fit for purpose. Well-understood systems and a thorough approach ensure that safeguarding is effective and that pupils are safe. Staff receive the necessary training to notice any signs of concern about pupils’ well-being. The trust provides online testing to ensure that staff understand the implications from training on their work in school. Recent training has helped to ensure that staff are clear about reporting minor concerns. This all helps to ensure that pupils are kept safe. The academy council members have good experience and understanding of safeguarding practices and they also play their part in holding leaders to account for the effectiveness of safeguarding across the school. Any complaints are investigated thoroughly and lessons are learned as a result.