The leadership team has maintained the good quality of education in the school since the last inspection. You lead an ambitious, happy and hardworking school where pupils and staff strive continuously to live out the school’s values of ‘believe, inspire, achieve’. The leadership team has high expectations of what pupils know and can do. This is matched effectively with well-targeted actions to address aspects of the school’s work that need to be developed further. Pupils say that they love coming to school. They talk openly and enthusiastically about their learning and their enjoyment of lessons and playtime. Pupils described their school as ‘brilliant, fantastic and fun’. They are very well behaved, move around the building sensibly and use equipment carefully. In lessons, pupils maintain their concentration well and pay full attention to the guidance that adults offer them. Consequently, they achieve well. The vast majority of parents are overwhelmingly positive about the caring and positive ethos at the school. I was told, for example, ‘We moved to get in to the school and are delighted with its warm feel.’ Parents say that their children are happy and enjoy learning. They feel that the staff provide good support for their children. Governors and the University of Chichester (Multi) Academy Trust have an in-depth knowledge of the school’s work. They keep their skills up to date and attend regular training to do so. Governors ensure that leaders provide them with high-quality information on the school’s effectiveness. Governors and trustees use this information, as well as their own skills and knowledge, to hold leaders to account effectively. Leaders have tackled effectively the areas for improvement identified at the previous inspection. You have ensured that teaching typically meets the needs of pupils and learning moves on well. Pupils’ books show how you include good opportunities to develop pupils’ skills across different subjects through well-planned activities. Middle leaders are a significant strength of the school. They promote consistently strong teaching through precise monitoring of learning and achievement with subsequent effective support. Middle leaders play an important role in ensuring that there is a rich and well-planned curriculum. For example, the Year 1 leader who has responsibility for the foundation subjects ensures that different areas of the curriculum are linked closely together. This means that there are some excellent opportunities for pupils to apply their skills in wide-ranging contexts. You and your senior leaders are aware that pupils’ writing skills are not as strong as those in reading and mathematics. There are times when the quality of teachers’ questioning varies and, as a result, learning slows. Occasionally, staff do not challenge pupils to think deeply enough about how to use their writing skills precisely. When this happens, pupils, especially boys, do not make the progress of which they are capable. Safeguarding is effective. The leadership team has ensured that safeguarding arrangements are fit for purpose and records are detailed and of high quality. Leaders, governors, trustees and staff make sure that safeguarding runs deeply through all aspects of the school’s work. You and your governors carry out all necessary checks on the suitability of staff to work with children. Staff receive regular training and updates so that they are vigilant and understand and implement the most recent guidance. Staff are highly knowledgeable about how to seek advice and support if they are concerned about a pupil’s welfare. Leaders draw on external support appropriately to ensure that your safeguarding policy and practice meet statutory requirements. Swift and appropriate action is taken when incidents are reported, including referral to social services when necessary. You and your senior leaders follow up referrals rigorously. Children say that they feel very safe in school and speak positively about the many adults in school that would help them if they had a concern. You provide pupils with a good range of meaningful opportunities within the curriculum to learn how to stay safe.