The leadership team has maintained the good quality of education in the school since the last inspection. Since taking up your post in April 2016, you have ensured that the culture of improvement continues at Binbrook Primary School. The leadership team has a clear vision for school. You know the school well. Your current evaluation document is an accurate assessment of its many strengths and weaknesses. It is based upon a wide range of evidence. You have accurately identified the improvements needed in the school’s detailed development plan. You give a clear sense of direction to the other staff. You all work in a close and mutually supportive team to ensure that pupils receive consistently good teaching and levels of care. Staff who responded to Ofsted’s questionnaire gave unanimously positive views on all aspects, saying that you lead and manage the school well. Like the pupils I met during my visit, they said that they are proud to be part of the school. Governance is effective. The school commissioned an external review of governance in May 2017. This resulted in clearer definition of governors’ roles and specific training for different governors. Governors understand their responsibilities and the governing body has started to play an effective, active role in monitoring the outcomes for all groups of learners. Governors receive clear information on the quality of teaching and pupils’ attainment and progress in different subjects. The governing body performs its strategic role effectively, holding the headteacher to account and challenging and offering support as appropriate. Staff know all pupils well as individuals in this small primary school. This means that they are able to ensure that each pupil’s needs are met. There is a strong sense of community within the school. Pupils are happy and enjoy coming to school. Parents appreciate the close relationships they have with the staff. Pupils, staff and parents all feel valued. Pupils are polite, friendly and confident. You have ensured that they enjoy a range of activities and clubs to broaden and enrich their life experiences. Pupils appreciate these opportunities and spoke enthusiastically about activities such as their Forest School work. A positive ethos permeates the school, stemming from the caring values shared by pupils. They cooperate closely in class and do not distract each other from their work. Pupils’ attitudes to learning are good. Pupils are taught about other faiths and religions, and show an understanding and acceptance of these. They understand and appreciate diversity. They spoke very highly of the school and about how they are treated by staff. One child remarked, ‘It is nice here because we’re all treated the same but we’re all treated as individuals.’ At the last inspection, inspectors asked leaders to provide more opportunities for pupils to work independently during lessons. Pupils said that teachers now encourage them to be more self-reliant. They reported that they are expected to use dictionaries and thesauruses more often. They now refer to the learning-wall displays in their classroom to help them with independent work. Older pupils spoke with enthusiasm about how they use books and the internet for research. They were seeking areas of interest linked to their current topic on Victorians. Pupils concentrate for sustained periods on their own. They also work well in pairs and on small-group activities, maintaining a good focus on their work. Leaders have improved the way they check on the quality of teaching. They now routinely check on the learning that is happening in classrooms and there is a clear planned system of monitoring. This includes regular teaching observations, work scrutiny and pupil interviews. Findings and developmental action points are communicated promptly to teachers. Another recommendation from the last inspection was to ensure that teachers match pupils’ work accurately to their learning needs. This area remains an issue for the school. Some pupils reported that their work is still ‘too easy’ for them. A check on current pupils’ work carried out during the inspection and an analysis of the school’s most recent national test data indicate that teachers are not setting challenging enough work for the most able pupils. The work set for disadvantaged pupils does not take their needs sufficiently into account.