The leadership team has maintained the good quality of education in the school since the last inspection. Leaders and governors know the school well. You use this information to produce school improvement plans that will help to move the school forward. The leadership team and governors worked hard to maintain the quality of teaching during unavoidable staff absence. However, this disruption for Year 2 in 2015 contributed to the dip in standards seen at key stage 1 in 2016. Leaders and governors have ensured that these issues have been addressed. Governors are committed to the school and have ensured that they have the necessary skills to support and challenge leaders effectively. Leaders and governors have taken effective action to address the areas for improvement identified at the previous inspection. Leaders have developed the way in which they use information about how well pupils are doing. There are clear systems in place to check on what pupils know and can do in reading, writing, mathematics, science and physical education. Leaders and teachers use these ongoing checks carefully to identify pupils who might need extra support or challenge. This is having a positive impact, particularly for lower-achieving pupils. However, this system of checking and monitoring is at its early stages in art, history and geography, and leaders recognise that there is more to do. Pupils benefit from good teaching at all levels. Staff use their good subject knowledge to ensure that they match teaching to pupils’ needs. Consequently, most pupils, including those who have special educational needs and/or disabilities, make good progress from their starting points across a range of subjects. Teachers check on what pupils know and can do during lessons and change their teaching as a result. This is particularly effective in English lessons. However, in some classes, teachers do not move pupils on quickly enough when the work is too easy. Other adults are used effectively to support pupils both in class and for additional support when identified. Children start school with skills and abilities that are below those typical for their age. They make good progress and leave at the end of Year 6 at least in line with national averages. However, a smaller proportion than the national average are reaching the higher standards in reading, writing and mathematics. In mathematics, leaders acknowledge that adults do not consistently challenge the middle-attaining and most-able pupils to think mathematically. Teachers do not work consistently with pupils to investigate numbers and number patterns or to explain their mathematical thinking. Leaders are beginning to address this. You are not complacent and recognise that you can do more to increase pupils’ progress in writing. The teaching and application of grammar, punctuation and spelling is inconsistent across the school. This lack of consistency has hampered pupils’ progress in writing in the past. However, current books show a greater attention to this aspect of pupils’ writing. Pupils at key stage 1 use a limited choice of vocabulary within their writing and sometimes activities limit opportunities to write at the higher standards. Parents are supportive of the school. While a very small minority expressed concerns about bullying, there was no evidence found during the inspection to support this. Attendance has improved because of the school’s tireless efforts to ensure that pupils attend regularly. The carefully planned curriculum includes a focus on pupils’ health and safety. As a result, pupils know how to keep themselves safe. Teachers show pupils how to stay safe on the road and what to do in an emergency. Teachers also ensure that pupils know how to stay safe online. Pupils in Year 6 produce posters to remind other pupils about this. Pupils experience a breadth of work that prepares them well for life in modern Britain. They develop a good knowledge and understanding of a variety of world faiths, and adults promote British values well. However, pupils have a limited knowledge of wider world cultures. Pupils are polite and well mannered. They were happy to talk to me about their work. They behave well at all times. Pupils say behaviour is good and that teachers sort out any problems quickly. Pupils value the support given by the teachers and are confident to ask for help when they need it. They say that, ‘Teachers tell us to try our best, and we do!’ The belief in providing a safe, secure and nurturing environment for all pupils shines through. Buckshaw is a truly inclusive school where all are valued.