The leadership team has maintained the good quality of education in the school since the last inspection. You have a clear vision for the school. Together with governors, you are determined that Brabourne should be a ‘whole-child school’ where the development and welfare of each pupil is the reference point for everything the school does. You are passionately committed to ensuring that every pupil has something they can be proud of and fantastic in. This vision drives the ethos of the school and creates a happy, harmonious place where pupils thrive. Staff, parents and carers, and pupils have full confidence and trust in the leadership of you and your senior team. Staff told me that the school is ‘cohesive’ and ‘an exciting environment in which to work’. They feel well supported by leaders, and there is a sense of partnership across the school. Staff value the opportunities for professional development provided by working within the CARE Foundation Trust. Parents appreciate the caring nature of the school and high levels of commitment to pupils and their families. One parent, succinctly summing up the views of many, described the school as ‘a total treasure’. Pupils love their school. They know that their voice is valued and that they are carefully listened to if they have any worries. They told me that bullying is not tolerated at their school. They are encouraged to resolve smaller issues by themselves but know that support from adults is there if they need it. Pupils value the help they get from their teachers. They described their teachers as ‘good, experienced and able to make learning fun’. Great care is taken to support pupils in every aspect of their lives, both in and out of the school. Consequently, they flourish and love coming to the school. Pupils enjoy the rich curriculum opportunities provided, for example in outdoor learning through activities such as building spiders’ webs and in learning from well-planned visits and visitors. Pupils benefit from the school’s strong connections with the local community and also from wider links with other schools in different settings and different countries. Pupils are self-assured, articulate and happy. They actively contribute to the wider life of the school by being corridor monitors or running assemblies. In this way, they are prepared to move confidently to the next stage of their education. Governance is strong. Governors have a good understanding of the strengths and development needs of the school. They have ensured that within the governing body there is a strong skillset that enables governors to support and challenge school leaders appropriately. Governors use a range of activities to gather views and information about the school. They conduct regular and well-focused visits to see things for themselves and check on aspects of the school’s work, such as key safeguarding processes. Teachers’ expectations and pupils’ standards are high in reading, writing and mathematics. Pupils attain well, both in relation to the age-related expectations and to the higher standards. This represents good progress from pupils’ starting points, including for disadvantaged pupils and those who have special educational needs and/or disabilities. However, you and your leadership team are not complacent. In keeping with your aspirations for the curriculum, you acknowledge that pupils’ writing skills are not consistently developed as well in some subjects as they are in English. The standard of pupils’ writing across the wider curriculum is also variable. To address these areas for development, the curriculum has been reviewed. A new assessment system has recently been put in place to help track the development of pupils’ skills across the wider curriculum. Leaders have taken effective action to address the improvement areas from the last inspection. Pupils are confident readers who attain well in relation to the age-related expectations. In 2017, in the end of key stage national assessments, the proportions of pupils attaining the expected and higher standards in reading were greater than the national averages at the end of both key stages. The progress measures for the end of key stage 2 have also improved. Pupils who read to me did so with confidence, fluency and understanding. They were able to discuss the texts they enjoy and how these link with their learning at the school. Their reading records show that pupils read widely and regularly. Safeguarding is effective. The leadership team has ensured that all safeguarding arrangements are fit for purpose. The school’s safeguarding policy is in line with the government’s latest guidance. All appropriate recruitment and background checks are completed before adults can work with pupils in the school. Record-keeping is meticulous. Staff receive regular training and are aware of what to do if they have worries about a pupil. Concerns are reported, carefully recorded and acted on in a timely fashion.