The leadership team has maintained the good quality of education in the school, and has implemented several improvements since the last inspection. Cherbourg Primary School offers a particularly nurturing and inclusive community atmosphere. Together with governors and staff, you and your leadership team are very ambitious for the pupils in your care and passionate about improving the quality of provision for all pupils, particularly the most vulnerable. You provide energy, vision and clear leadership which is recognised and highly valued by pupils, staff, parents and the local authority. As one parent commented, ‘a wonderful, caring school that supports my children in every way; they are happy, are thriving, and enjoy all aspects of their learning’. In the past, pupils have made well above average rates of progress in reading and writing by the end of key stage 2 and average progress in mathematics. However, in 2017, although progress remained strong in reading and writing, outcomes in mathematics dipped. Consequently, the proportions of pupils who achieved standards expected for their age in mathematics were below national figures. This is no longer the case. Recognising the need for improvements, you have restructured leadership, delivered training for teachers and so reinvigorated the teaching and learning of mathematics across the school. Senior leaders are very aware that these improvements are ongoing, but current pupils’ work evidences that they are making much stronger progress in mathematics than in the past. At the same time, you have continued to improve teaching and assessment in reading and writing. As a result, all pupils, including disadvantaged pupils and those who speak English as an additional language, make good progress from their starting points. Leaders are rightly focused on raising the level of challenge in teaching so that a greater proportion of pupils than previously achieve the higher standard in reading, writing and mathematics by the end of key stage 2. Senior leaders ensure that bespoke support is offered to pupils who have special educational needs (SEN) and/or disabilities and that they are supported very well both pastorally and academically. There is a strong sense of teamwork between leaders, support staff and teachers. They share a passionate commitment to the inclusive ethos of Cherbourg Primary School. The school’s ‘Jarjums’ resource provision offers first-class support to pupils who have social, emotional or mental health needs. Parents are quick to recognise the quality of support on offer, with comments such as, ‘My child attends Jarjums and I have been impressed with the expertise that has been shown throughout the school. The headteacher is extremely approachable and has given valuable advice.’ Staff ensure that all pupils with SEN and/or disabilities are very effectively integrated into lessons. The local authority has recognised the school’s strengths in this area, supporting you to introduce and embed the introduction of similar provision in other schools. In lessons, pupils have very positive attitudes, engage well with staff and work hard. Very positive relationships engender a sense of teamwork and trust. These enable staff to support those pupils who have behavioural needs particularly well so that they are able to engage fully in classroom-based learning activities. All pupils are encouraged to take care and pride in their presentation and in making their work the best it can be. Pupils respect each other’s ideas and they work and play very well together. Any incidents of poor behaviour are managed well. Leaders’ detailed self-evaluation of the school is carefully considered. As a result, staff share a pride in the school’s strengths and are sharply focused on the areas that the school can improve further. Detailed planning, coupled with regular monitoring, ensures that leaders are taking the right actions to make these improvements. Governors are a dedicated team. Some have supported the school for many years. They pay regular visits to the school and are kept up to date via leaders’ thorough tracking and reports. Governors are actively involved in monitoring activities, setting targets for yourself and senior leaders and supporting school improvements. Leaders and governors are aware that more needs to be done to ensure that the school website meets all requirements, including the publication of the latest school policies. They are currently working to achieve this. Safeguarding is effective. You ensure that the school has robust procedures and well-understood systems to manage safeguarding requirements. Leaders maintain detailed records and ensure a culture of vigilance at the school. All staff have appropriate and up-to-date training so that they can spot and deal with any problems quickly. You are proactive, liaising with external agencies, and challenging where necessary, to ensure timely and appropriate support is sourced to support vulnerable pupils.