The leadership team has maintained the good quality of education in the school since the last inspection. You rightly set high expectations of staff and pupils and you demonstrate a clear commitment to further improving the quality of provision within your school. You have used delegation successfully to maintain focus within your leadership team and ensure that staff carry out their work effectively. You have established a warm, open and supportive culture in the school that enables staff and pupils to develop confidence and succeed in their work. The school is a calm and orderly environment. Pupils and staff demonstrate mutual respect for each other, creating a welcoming and inclusive community. Pupils are polite and they demonstrate consistently good attitudes towards their learning. The positive attitudes of both staff and pupils were clear during an assembly, when all staff and pupils sang enthusiastically with a pupil band. Lessons proceed without disruption because of highly productive relationships and pupils’ consistently good behaviour. At breaktimes, pupils of all ages and backgrounds play well together. Pupils say they enjoy coming to school, they are happy and they feel well looked after by staff. At the time of the last inspection, leaders were asked to ensure that the quality of teaching in the school was consistently high. Leaders were also asked to ensure that the quality of teaching was monitored well and that pupils knew what to do and how to improve their work. Effective monitoring procedures have enabled leaders to gain a clear understanding of the quality of teaching. As a result, leaders take swift action to improve this where necessary. Pupils’ achievement is measured accurately and staff provide effective support where pupils need to catch up. However, occasionally tasks are not matched sharply enough to pupils’ starting points. You have accurately identified that in the past some disadvantaged pupils did not make sufficiently rapid progress. Staff demonstrate a clear understanding of the challenges faced by your disadvantaged pupils. Using this understanding, staff take effective action to support these pupils. As a result, gaps between the achievement of these pupils and that of their classmates are diminishing steadily. Pupils’ rates of attendance in the previous academic year were not high enough. The rate of attendance was well below the national average and was particularly low for disadvantaged pupils and those who have special educational needs and/or disabilities. You have acted swiftly and with determination to ensure that more pupils attend regularly. Pupils’ rates of attendance have improved, although some disadvantaged pupils and some pupils who have special educational needs and/or disabilities still do not attend regularly enough. Safeguarding is effective. The leadership team has ensured that all safeguarding arrangements are fit for purpose. Records are accurate and of high quality. Staff training is up to date. Staff understand how to identify and report concerns about pupils’ welfare. When concerns arise, leaders work effectively with external agencies to ensure that pupils are kept safe. The school is a safe and nurturing environment. Pupils know how to keep themselves safe, with a clear emphasis on online safety within the curriculum. Internet access is filtered appropriately. Leaders have a detailed knowledge of the specific needs within your school community and so they take early effective action to ensure the safety of all pupils. Inspection findings I looked at how effectively leaders are improving the quality of teaching. Leaders evaluate the quality of teaching accurately. This provides you with an up-to-date and correct understanding of where teaching requires further improvement. You use this knowledge incisively to ensure that staff training is well matched to the development requirements of your staff. You accurately identify strengths within your teaching staff and so deploy staff effectively to improve outcomes for pupils. Staff rightly set high expectations for all pupils. Pupils understand what they are expected to achieve in lessons and they understand how to improve their work. However, teachers do not always plan tasks that precisely match the needs of pupils. Generally, pupils who need additional help with their work are identified rapidly and supported well to catch up. As a result, most pupils achieve well. I investigated how effectively leaders are improving pupils’ rates of attendance.