The leadership team has maintained, and improved, the good quality of education in the school since the last inspection. Groups of parents, pupils and governors spoken to during the inspection recognise the huge improvements that you, your leadership team and staff have made to the school since the last inspection. You, along with your leadership team and governors, aim to ensure that every pupil is highly valued at Christ Church CofE Primary School. Leaders are determined to provide the highest quality of education and, through their knowledge of each pupil, recognise when further support is required to help pupils achieve well. The learning environment is purposeful, calm and respectful. Pupils’ behaviour is good and pupils are polite and well-mannered. There is a welcoming and warm feeling to the school, with strong relationships between staff and pupils. Parents say, ‘The school is well led by a nurturing and caring deputy and headteacher’ and appreciate the way ‘staff go above and beyond to ensure that children receive the very best education’. They are also delighted with the support offered to pupils transferring from other schools. A number of parents stated that the school is ‘fantastic’. Since the last inspection your leadership team has reviewed your assessment procedures and devised an innovative and comprehensive system which has been shared with all staff. Leaders use information recorded in this assessment system (including pupils’ past and current achievements) to identify individual pupils’ learning needs. Teachers swiftly devise learning activities to meet these identified needs so that no child is allowed to fall behind. As a result, current pupils are on track to improve on last year’s end-of-key-stage results, especially increasing the proportion of pupils attaining standards at a greater depth. Pupils state that they enjoy the fun way that teachers plan lessons. Parents and pupils value the range and variety of extra-curricular activities, which include residential visits, cooking and the pre-school sports club, ‘morning mayhem’. You and your team have taken effective action to address the areas for improvement since the last inspection. Pupils’ self-assessment of their writing shows a real understanding of their learning. They accurately identify their strengths and weaknesses and, as a result, are beginning to address the aspects which will lead to greater improvements. Pupils have a good understanding of the raised expectations of teachers to find things out for themselves or to use a variety of support strategies to help them address misunderstandings. They shared the rhyme ‘three before me’ – showing their understanding of whole-school agreed procedures to ask peers before asking the teacher for help. You were also asked to extend the challenge for the most able pupils. Strategies introduced to further develop most-able pupils’ reading, writing and mathematics are beginning to have a positive impact on pupils’ learning. Pupils’ books show their use of developing vocabulary, increased variation in sentence structure and improving grammatical awareness. The focus on these aspects of literacy ensures that pupils are combining the secretarial aspects of writing and their creativity to produce writing of a higher quality. However, we discussed the need to balance the presentation of pupils’ writing with the changes that pupils are making to improve the content of their work. In mathematics, teaching and learning needs to be ‘tweaked’ to ensure that pupils are consistently challenged to explain how and why they have solved problems in order to meet higher standards. Leaders have improved teaching and learning in the early years by reorganising the classrooms and outdoor area to ensure that distinct spaces have been created for children to access the different areas of learning. Activities now focus more on each of the required areas of learning. The teaching of phonics is particularly effective, but at times, the focus on what children are learning is not sharp enough and the children are not challenged enough to extend their learning. Safeguarding is effective. There is a strong culture of safeguarding in the school. Safeguarding procedures are fit for purpose. Leaders and governors fulfil statutory requirements when appointing new members of staff.