The leadership team has maintained the good quality of education in the school since the last inspection. This is because you, and your deputy headteacher, set high expectations for your staff and have put in place clear structures for teachers to follow. You frequently check that staff are following agreed procedures. This leads to good-quality teaching across the school. You systematically set about tackling the areas identified for improvement at the previous inspection. As a result of your actions, the quality of teachers’ questioning has improved significantly. Questions now challenge pupils to think deeply and explain their reasoning. Pupils use discussion as an effective tool to help them learn with, and from, each other. The teaching of reading has improved and now caters well for pupils of all backgrounds and abilities. Pupils’ attendance is now tracked meticulously. Staff work closely with parents to help them bring their children to school regularly and on time. Many respond well to this support. Nevertheless, some families still persist in allowing their children to stay off school when they are fit to attend, or in taking their children to visit relatives abroad during term time. Leaders, including governors, are outward looking and ambitious for the school to do as well as it can for its pupils. You have sought ways to improve the quality of education further, even where outcomes for pupils are high. For example, you recently introduced a new approach to teaching phonics in order to give pupils a more secure foundation for their reading and writing skills. Pupils’ results in the Year 1 phonics screening check have been consistently above the national figure in recent years, yet you are determined that no single pupil will fail to meet the expected level in future. Early signs are positive. I observed consistently effective phonics teaching in all year groups during the inspection. You have created a vibrant environment which motivates pupils and supports their learning. Welcoming classrooms contain a wealth of helpful resources. Good use is made of space, taking pupils’ needs into account. For example, you identified that the open-plan design of the building occasionally makes it difficult for some pupils to concentrate. You set aside appropriate spaces for pupils to work in smaller groups or individually with an adult when needed. Governors have supported you in being innovative in the use of space and resources. The shining example of this is the popular ‘Library Bus’. Pupils and staff alike are proud to have this converted London bus as their library. It provides a stimulating space in which pupils develop an excitement about books and a love of reading. Pupils are happy at school and enjoy their learning. They behave exceptionally well in lessons and learn to concentrate very well from an early stage. Children in the Nursery sit and listen to stories without fidgeting. In the Reception classes and in Years 1 and 2, pupils focus on their work without the need for reminders. Pupils are well mannered towards adults and generally get on well together. You provided effective training for teachers to implement a new approach to teaching mathematics, aimed at helping pupils meet the enhanced expectations of the new national curriculum. You chose the selected approach carefully, making sure it would fit the particular needs of your pupils. As a result, they are learning to talk confidently about numbers and use mathematical knowledge fluently when solving problems. You are aware that teachers need training to give them a similar degree of confidence in understanding the age-related requirements for pupils’ writing. Safeguarding is effective. The leadership team has ensured that all safeguarding arrangements are robust. School staff get to know families very well and consider carefully how to support them in order to meet the needs of their children. All staff are vigilant to spotting concerns. Procedures for reporting worries are followed immediately and thoroughly. The designated leads for safeguarding understand their role well. They follow up concerns tenaciously, making sure relevant outside agencies are involved as needed. Records of meetings and actions are detailed and filed meticulously. As a result of these effective processes, pupils are well cared for. Staff are well trained in keeping pupils safe. In addition to the required levels of training, many staff are trained to higher levels in child protection, first aid and safer recruitment. Checks on all adults connected to the school are extremely thorough, going beyond minimum requirements.