The leadership team has maintained the good quality of education in the school since the last inspection. You are a strong and determined leader who knows the school’s performance well. You and your deputy headteacher have accurately identified the key strengths of the school and the right priorities to ensure further improvement. You have dealt effectively with the areas for improvement identified at the last inspection. Leaders have ensured that pupils are challenged and fully engaged in their learning. Teachers have received training on the types of questions they should ask pupils to extend and deepen their learning. Consequently, staff are confident and clear about how to demand more of pupils and to get them to think hard, so that they make strong progress. Similarly, you have introduced an assessment system that enables leaders to monitor and track pupils’ progress carefully. This information is communicated effectively to all leaders, teachers and teaching assistants. Teachers take ownership of this assessment information and use it well to design learning tasks. Where necessary, they put in place additional support and interventions to meet the needs of all pupils. A significant number of parents and carers responded to Ofsted’s’ online survey, Parent View. An overwhelming majority of parents say that the school is well led and managed. Parents recognise and value leaders’ work. Typical comments received from parents during this inspection include: ‘The headteacher and the whole management team are very approachable and always aim to ensure the school progresses.’ The vast majority of those who responded say that they would recommend this school to another parent. Classroom environments are vibrant and motivate pupils in their learning. Pupils’ work in a range of subjects is displayed attractively in classes and around the school. This boosts pupils’ self-esteem and confidence as learners because they can see that they are valued. You have accurately identified the improvement of pupils’ outcomes in writing as a top priority. You and your deputy headteacher acknowledge that the most able pupils, including those who are disadvantaged, are not challenged sufficiently to make even better progress in writing. Occasionally, these pupils are not encouraged to use their writing skills well to write in a wide range of subjects, including English. Safeguarding is effective. The leadership team has ensured that all safeguarding arrangements are fit for purpose. The designated safeguarding lead maintains high-quality records on pupils whose circumstances make them vulnerable. Leaders work closely with external agencies to ensure pupils’ safety and well-being. Leaders have created a strong culture of vigilance to safeguard pupils from the risk of potential harm. There are posters displayed in prominent places around the school providing information on who to contact, should anyone need to raise a concern about a pupil’s safety and well-being. Staff are well trained to spot any changes in pupils’ behaviour that may indicate that they are at risk of harm, including the risks associated with extremism and radicalisation. All the parents responding to Parent View say that their children are happy, safe and well looked after at school. Pupils spoken to during the inspection reported that they feel safe. They are knowledgeable about how to keep themselves safe when using the internet, for example pupils know not to divulge personal information. Pupils say that bullying is a rare occurrence and they can talk to adults in the school who take their concerns seriously. Pupils appreciate that they can post their worries in the central ‘worry box’, and that their concerns will be listened to. Inspection findings I began by evaluating leaders’ actions to improve outcomes for disadvantaged pupils at key stage 1. In 2017, the proportion of disadvantaged pupils who attained the expected and greater depth standards in reading, writing and mathematics was below that of all pupils nationally. Their attainment in science, too, was below the national average. Leaders at all levels have correctly identified this as a priority and teachers have a greater strong focus on this group of pupils’ learning. Additionally, you have recognised that, in the last two years, disadvantaged pupils’ performance in the national assessments has been inconsistent and below the national averages.