The leadership team has maintained the good quality of education in the school since the last inspection. Parents, pupils and governors spoken to during the inspection recognise the improvements that you, your new head of school and staff have made to the school. Governors commented that you have brought ‘dynamism’ to the school with your leadership. Parents were equally as effusive. One parent who I spoke to said: ‘Teachers are amazing!’ One parent commented, via the Ofsted online questionnaire, Parent View: ‘They always go the extra mile.’ There were a number of specific examples cited by appreciative parents where leaders have supported their children. There have been changes both in leadership and in staffing since the previous inspection. You started as executive headteacher in September 2017, having been head of school for four years. You have been joined by your new head of school, who has made a good first impression on the community. Parents say that she is ‘friendly’ and ‘approachable’. Staff also appreciate her ‘new ideas’. Pupils talk animatedly about the improvements in the school. They are of the view that learning is fun and they have the opportunity to learn more via clubs and workshops. Staff, pupils and parents are confident that the school is well led and managed. Pupils and staff are very welcoming to visitors. There is a strong sense of community. Pupils are caring and look after each other in lessons and during play. For example, in a display of dream jars where aspirations are written, a Year 4 pupil’s dream jar states: ‘My dream is to look after cats or dogs which are not wanted.’ Another display captures pupils nominating each other for their kind words and deeds. There is a harmonious atmosphere in lessons, where pupils work well together and talk enthusiastically about what they are learning. Pupils say that bullying very rarely occurs. However, when there is an issue or ‘unkindness’, staff deal effectively with it. You and your team have taken effective action to tackle the areas for improvement from the previous inspection. Improvements to the quality of teaching have been successful. Teachers and other adults ensure that pupils know what to do to achieve well. Changes to the teaching of mathematics have led to improved outcomes across the school. Teachers make sure that pupils’ basic number skills are very secure. They also ensure that pupils can explain how they have solved a problem. As a result, pupils have a better understanding of mathematics and make more progress during lessons. Teachers are placing greater demands on the most able pupils. As we discussed, it is now important to ensure that all teachers move pupils to the next level of challenge swiftly. Governors are ambitious for the school and have a clear understanding of its strengths and areas for further improvement. They use their skills to challenge leaders to ensure the best outcomes for pupils. This is evident through the questions they ask in their meetings and demonstrated well in the way in which they utilise funding. For example, they have increased staffing ratios in key stage 1 classes. This decision is having a positive effect on improving provision and pupil outcomes. Safeguarding is effective. The safety and well-being of pupils are a high priority at Bramford. Leaders have ensured that all safeguarding arrangements are fit for purpose and records are detailed and of high quality. Leaders act swiftly when necessary and liaise well with other agencies. Parents are confident that their children are safe and well looked after. Pupils feel safe and recognise that staff take good care of them. Inspection findings My first line of enquiry was to review how leaders are improving the quality of writing in key stage 2. For the past three years, progress in writing has not been as strong as that in reading or mathematics. Your evaluations identified issues with teachers’ assessment of writing, pupils’ lack of accuracy and precision in their writing and the lack of opportunity for pupils to write at length across the curriculum. You have overhauled the assessment system. As a result, teachers are assessing more accurately and are able to intervene more readily as they now have easy access to performance information. Drafting and redrafting are a consistent feature in writing books across classes.