The leadership team has maintained the good quality of education in the school since the last inspection. You have built a strong and capable leadership team, which has enhanced the quality of education provided by the school. As the executive headteacher of two schools, you successfully combine the talents of leaders across both schools to drive improvement. For instance, you effectively deploy teachers with particular strengths and talents to mentor teachers and improve their performance. As a result, the quality of teaching, learning and assessment is consistently high. Your leadership is effective. You are ambitious for the school and its pupils and articulate your vision and ethos clearly to the entire school community. The governing body is equally ambitious. Governors are highly skilled and ask challenging questions that hold leaders to account for their actions. For instance, governors recently scrutinised a ‘peer review’ of the school and asked you how you will improve the areas for development identified. Governors have a clear understanding of the effectiveness of the school and the capacity to challenge the few remaining areas of weakness. Pupils revel in the wide variety of activities and the innovative ways of recording their learning. Year 1 pupils enthusiastically described their work on the new wildlife area and how they enjoyed presenting this to their peers. Year 6 pupils’ work to mimic established artists such as Leonardo da Vinci was detailed, high quality and demonstrated their clear understanding of artistic styles and techniques. Staff make excellent use of technology and record pupils’ work using photographs and videos. Pupils value the opportunity to identify and correct mistakes before they commit to paper in mathematics lessons. Parents appreciate the chance to view pupils’ work at home. The exciting and varied curriculum and the opportunity to share work with parents and carers promote the high levels of enthusiasm among pupils. At the last inspection, you were asked to ensure that work was not too easy, especially for the most able pupils. You have taken suitable and successful action to address this area for improvement. Teachers across the school have an accurate understanding of pupils’ skills and levels of understanding. They set work that is at the right level for the most able pupils and offer additional challenge in lessons when needed. In a wide range of subjects, pupils complete work that requires them to research, debate and think deeply. For instance, Year 3 pupils considered ‘how to be happy’, deliberated this in class and wrote high-quality leaflets that offered helpful advice to promote others’ mental health. Standards in subjects across the curriculum are high. However, you rightly recognise that pupils in key stage 2 are making slower progress than those in key stage 1. You and your leaders evaluate the school’s effectiveness accurately. Leaders regularly monitor the quality of teaching, learning and assessment and have a precise understanding of the strengths and weaknesses of the school. Nevertheless, leaders’ views of the quality of teaching, learning and assessment are not as sharp as they could be. This is because systems to record their observations of teachers’ performance are not as methodical as they could be. Neither are their findings shared routinely with the wider leadership team and governors. Safeguarding is effective. The leadership team has ensured that all safeguarding arrangements are fit for purpose and records are detailed and of high quality. You complete statutory checks on all staff before they commence employment. Safer recruitment checks are monitored closely by leaders and governors. Staff at all levels benefit from excellent training, which enables them to identify and report concerns about pupils. Leaders take swift and appropriate action to protect pupils from harm when referrals are received. Records show that, when required, leaders work effectively with a range of external agencies to keep pupils safe and record their actions methodically. Nevertheless, incidents of emerging concerns are not always recorded clearly. As a result, information regarding these pupils cannot be analysed quickly and efficiently should the need arise. Parents receive useful information on how to keep their children safe. For instance, the school website contains helpful links to the NSPCC, including guidance on internet safety and how to report concerns. Parents are kept well informed about how to keep their children safe.