The leadership team has maintained the good quality of education in the school since the last inspection. Since that inspection, the school has joined the Truro and Penwith Academy Trust, consisting of 20 schools. You have high aspirations for the school, which are shared by your dedicated staff team and well-informed governing body. You are rightly proud of the school’s ethos of inclusivity where every child is valued and cared for. Staff expect that all pupils will achieve their potential regardless of background, prior attainment or additional need. A good example of this is the effective provision for vulnerable pupils that have moved from other schools. Skilful, nurturing support is enabling these pupils to integrate effectively so that they become fully involved in the life of the school. The school values its partnership with parents and carers, who are encouraged to play an active role in their children’s learning. For example, parents of children in the early years have opportunities to add to the school’s detailed assessments of their children’s learning. Parents say that this is giving them a good understanding of how to help their children with their learning at home. One parent, who summed up the views of many, wrote, ‘The learning opportunities they provide are incredibly varied and very inspiring.’ At the previous inspection, school leaders were asked to ensure that all teachers challenged pupils effectively and gave feedback consistently so that pupils knew how to improve. You and your colleagues have introduced a new assessment system that is understood by staff and pupils. Teachers use this approach effectively to plan learning activities that meet pupils’ needs and challenge pupils to work at increasingly higher levels. Leaders’ close tracking of pupils’ progress enables them to provide timely interventions where necessary. You have made sure that high-quality training has been provided to improve the skills of teachers and teaching assistants, particularly in mathematics and writing. You have also ensured that pupils and staff are aware of the learning expectations for each stage of the pupils’ journey through the school. Staff and pupils refer to these when they are describing the progress that pupils are making and workbooks show lively conversations about learning when pupils respond to teachers’ challenges. Safeguarding is effective. The culture of safeguarding is strong and staff are clear about how to report any concerns. You have ensured that staff and volunteers are trained in identifying and supporting pupils who face risks, including from sexual exploitation, radicalisation and extremism. Your child protection records show that you take swift action when you identify that a child needs additional support. When required, you seek external support for pupils and families and challenge agencies if you believe that more can be done. Pupils told me that they are well looked after at school. They said that bullying was very rare, and they gave clear explanations of whom they would talk to if they had concerns. Nearly all parents who completed the online questionnaire stated that their children are happy and safe at school. One parent wrote, ‘Each child is treated as an individual and their needs are respected, which promotes feelings of safety and happiness.’ Appropriate checks are made of staff before they start employment. You are aware of the need to ensure that all safeguarding policies are regularly reviewed by governors and are readily available on the school’s website for parents. Inspection findings At the start of the inspection, we agreed the particular aspects of the school’s work on which the inspection would focus. The first line of enquiry considered how leaders are ensuring that pupils in key stage 2 are reaching their potential in writing. This has been identified as a key priority for the school and is in response to falling outcomes in writing in the 2017 national assessments, particularly for writing at greater depth. Your detailed analysis of pupils’ current progress in writing shows that standards are rising across the school. Work in books shows that teachers are challenging pupils to write at higher standards and to understand which features improve writing quality. Pupils can describe how teachers are helping them to improve. One pupil commented, ‘The teacher asked me to used fronted adverbials and this has helped my description to flow better.’ You accept, however, that pupils’ writing in subjects across the curriculum does not match the quality of their writing in English workbooks. You recognise that it is important for pupils to use their improving writing skills to enhance their learning in all subjects.