The leadership team has maintained the good quality of education in the school since the last inspection. You have established an effective senior leadership team which has led improvements in teaching. Together, you have addressed the aspects for improvement that were identified in the previous inspection and the significant underachievement you inherited. You have identified appropriate priorities to continue to improve the school. You have set high expectations for what pupils can achieve, based upon your determination for every child to be successful. You focus strongly on academic success, as well as ensuring opportunities for pupils to participate in a broad range of activities which enhance the curriculum. Pupils have positive attitudes to learning. They work hard to support each other, are polite, resilient and take pride in their school. You prepare pupils very well for the next stage in their education. The school prides itself on providing children with a happy, caring, healthy and secure learning environment. A strength of the school is the celebration of its diverse community. You appreciate that a consistent priority for the school is to work in close partnership with parents and carers. You provide many opportunities for parents to support their children’s learning including, for example, workshops, the parent council and the ‘bug club’. Parents are overwhelmingly supportive of the school. Comments such as: ‘leadership is amazing’; ‘discipline in school is better’ and ‘the school is very approachable’ are typical of their viewpoint. Parents appreciate that teachers know their children and that ‘every child does matter’. In recent years, pupils’ progress and attainment by the time they leave at the end of Year 6 have been below national averages. You put in place a full range of strategies to support all pupils. This included the introduction of new programmes for reading and mathematics. These formed two lines of enquiry for my inspection, as reported below. Overall, inspection evidence suggests that pupils’ progress is now good and attainment close to national averages. Governors have a very good understanding of the school. Their knowledge of the local community and close involvement with the school enables them to support school improvement well. Governors use a range of information effectively to challenge school leaders. They ensure that their regular visits to school enable them to see, first-hand, the work of school leaders. Safeguarding is effective. The leadership team has ensured that all safeguarding arrangements are fit for purpose. There is a culture of vigilance in the school. All checks on the suitability of staff to work at the school are in place. Staff and governors have a thorough understanding of current safeguarding guidance. This includes knowledge of the ‘Prevent’ duty and of the signs that a pupil may be at risk of female genital mutilation. Leaders work exceptionally well with families and external agencies. For example, they have worked closely with the police and the community relating to recent knife crime. Leaders have also supported families to be rehoused to ensure that children are safe. Such actions demonstrate that vulnerable pupils receive welltargeted support, as required. Pupils know how to keep themselves safe, including when using online technology. School assemblies and planned learning activities help pupils to understand how to manage risks online. Learning mentors are effective in supporting families when necessary. Pupils and parents say that the school is a safe place. Inspection findings I first looked at the actions leaders are taking to ensure that all pupils make good progress across the school in mathematics. This was because the progress made by pupils by the end of Year 6 in 2018 was well below average, particularly that of disadvantaged pupils. Leaders have introduced a curriculum that emphasises mathematical reasoning and problem-solving. This is supplemented by a programme to support pupils’ learning of times tables so that they can speedily recall number facts. Pupils said that they enjoy the competitive element, which includes reward for both the speediest and most improved. Attention has also been given to monitoring, to identify weaker areas of provision and to professional development. Teachers from a nearby secondary school have supported mathematics teaching, as well as teaching the most able pupils. Workshops have been organised for parents on ‘how to help at home’, especially to support pupils’ learning of times tables.