The leadership team has maintained the good quality of education in the school since the previous inspection. You became headteacher in 2013 and since then have provided very effective leadership. You have ensured that staff raise their expectations of pupils’ achievement and created a shared vision for the school. You have set out clearly your expectations of senior leaders and supported them in developing their skills. As a result, senior leaders work together as a strong team. They fulfil their responsibilities well and provide good support for you in raising standards. You have provided training for teachers and teaching assistants, so that they understand how to be more effective. Staff speak highly of the support that you provide, and all staff who responded to the Ofsted online questionnaire said that they are treated with respect and enjoy working at the school. As a result of the support you have provided, teaching is good and pupils are making good progress across the school. You have ensured that inclusion and promoting equality are central to the work of this school, where pupils come from many different backgrounds. Pupils spoke with confidence about how welcoming the school is of people from different backgrounds, faiths and cultures. Pupils said to me ‘we are all different but all important’. Displays around the school, such as the one identifying the many languages spoken by pupils, celebrate the school’s diversity. Experiences, such as Japanese club, further widen pupils’ understanding of other languages and cultures. Parents spoken to in the playground, and those who responded to the Ofsted online questionnaire Parent View, also said that staff are very welcoming towards them. Pupils who are deaf are seamlessly included within the school. For example, signing is part of every assembly, often with pupils at the front modelling the signs for others to join in. Pupils who speak English as an additional language are supported well and welcomed as part of the ‘Colman family’. One pupil who had arrived at the school speaking no English told me that staff and pupils could not have been more welcoming, and helped him to settle so that he quickly learned English. The governing body provides good support for you. Governors know the school is led well but are still confident to challenge you to justify decisions taken. For example, governors questioned the rationale for the changes made to the school’s prospectus to check that this would provide value for money. Governors have questioned you closely about the dip in performance in mathematics in Year 6 in 2016, and have satisfied themselves that strategies have been put in place to ensure improvements this year. They have discussed in detail the progress that pupils make between the end of Year 2 in the Infant school and the end of Year 6. They have identified with you that there needs to be better liaison between the two schools and a more consistent approach to assessing pupils’ work and progress. Governors supported you in moving some very strong teachers into Years 3 and 4 so that pupils do not lose ground in their progress in these years. This is proving effective in ensuring consistently good progress across the school. Governors take a sensible and measured approach to evaluating the impact of actions taken. They know that some actions will secure rapid and immediate improvements, such as changes to the school environment and the development of the new library to promote reading. They know that other actions take longer to demonstrate positive impact, such as the introduction of a whole-school approach to the teaching of writing, which is now showing a significant positive impact on pupils’ work. Many parents spoke about the varied and interesting opportunities for learning provided, which enthuse their children and ensure they want to attend school. Parents’ comments included ‘adults really go the extra mile’ and ‘Colman school makes every child feel valued.’ Parents are given lots of information about their children’s learning. Pupils carry out home learning tasks talking about stories with their parents, prior to tackling their writing tasks. Parents are regularly invited to events such as a recent meeting explaining how to help their children with reading, and another related to developing children’s self-esteem. The school’s parent support adviser also works with parents to help them when there are difficulties and problems which may impact on pupils’ learning. Consequently, parents are highly supportive of the school and pleased to send their children to Colman Junior School.