The leadership team has maintained the good quality of education in the school since the last inspection. You have an ambitious vision that pupils achieve highly, and they thrive as a result of the school’s core values of ‘Care, Courtesy and Concern’. The school’s distinctive and inclusive ethos underpins your work to meet the needs of the school community and determines your priorities for improvement. A skilled and passionate team of leaders supports you well and shares your vision and purpose. Leaders’ priorities are well balanced between providing the best care for pupils and holding high expectations for their achievement. Leaders know the school’s strengths and areas for development well. You have provided excellent professional development for middle and senior leaders and they understand their roles in bringing about improvements. Leaders can demonstrate how their actions have improved pupils’ achievements, for example for the most able pupils in key stage 2 in recent years. Leaders’ improvement plans have clear aims linked to improvements to teaching, which they review regularly to check what is working well. You encourage staff to identify the support and coaching that they need to improve their classroom practice. This approach has helped staff to contribute positively to school priorities. As a result, teaching has improved since the previous inspection and staff share a strong sense of teamwork. Governors share your passion for the school and provide strong challenge and support for leaders. They are highly reflective and use feedback from a range of sources including the local authority, parents and staff, as well as the school’s own performance information, to set priorities for improvement. They challenge leaders about the use of additional funding for disadvantaged pupils, so that gaps between their progress and that of other pupils nationally continue to diminish. At your previous inspection, you were asked to improve the challenge that the most able pupils receive in class. At key stage 2, leaders make sure that teachers use information about what pupils know and can do, when they set pupils more challenging tasks. Teachers review pupils’ learning carefully and give feedback which helps the most able to deepen their thinking. Consequently, the most able pupils make better progress than other pupils nationally in reading, writing and mathematics and this improvement has been sustained in recent years. You were also asked to improve pupils’ rates of progress in writing in key stage 2. You dealt with this by making sure that teachers are skilled in teaching writing and have focused on pupils’ speaking, to develop their grammatical accuracy. As a result, most pupils made much stronger progress than others nationally in 2017 and 2018. However, improvements in writing in key stage 1 are not as secure as in key stage 2. Leaders need to ensure in particular that the most able pupils make better progress from their strong starting points in the early years. Pupils say that they are proud to attend Corpus Christi. They clearly enjoy a range of curriculum subjects and speak highly of the quality of teaching they receive. They show excellent attitudes to learning and strong understanding of their school’s values, which ‘help us to realise what to do and how to behave’. Older pupils help to make lunchtime sessions inclusive and enjoyable in their roles as ‘caring cadets’ and sports leaders. Safeguarding is effective. Leaders and governors have ensured a strong culture of safeguarding and promoting pupils’ welfare. Staff are trained well and can identify potential risks. Checks on the suitability of adults who work in and visit the school are well maintained. When staff raise concerns, safeguarding leads follow them up swiftly. Governors oversee safeguarding arrangements well and work with leaders to make sure that they review and improve practice. Leaders review cases regularly and when following up concerns tenaciously with external agencies. Furthermore, leaders go to great lengths to provide additional pastoral support that is carefully matched to the needs of pupils and families. Pupils feel safe in school and recognise the many ways in which the adults keep them safe, including by teaching them road safety and how to stay safe online. They told me that they find adults to be ‘kind and supportive’, and know that adults will listen to them if they have a concern. They told me that bullying is very rare but resolved quickly by adults. Most parents agree that pupils are safe in school and that their children are well looked after. Pupils enjoy school and attend regularly. Leaders’ work with parents to emphasise the importance of good attendance and punctuality has resulted in fewer pupils missing school without good reason.