The leadership team has maintained the good quality of education in the school since the last inspection because you have encouraged all staff to commit together to make the school better, ‘hand in hand promoting excellence’. Pupils are happy at this school. As one pupil told me, ‘Every day we come in with a smiley face.’ Their excellent conduct was seen throughout my visit as they welcomed me to their classrooms and held doors open as they greeted me around school. Pupils show respect for all adults and pupils on site and have a good understanding of equality and tolerance of differences. They told me, ‘Everyone here is treated the same as everyone else’, and ‘People can be whatever they want to be and would be supported in those choices.’ Parents told me they are highly supportive of the school and had very few concerns to share with me. They told me that teachers are always available to talk with them at the start or end of the school day, and that any worries they bring to the attention of teachers are very quickly ‘put to rest’. You quickly tackled the recommendations from the last inspection to improve information and communication technology (ICT) provision and aspects of community cohesion, and you have continued to bring about further improvements to the curriculum in response to other national changes. As a result, you have made sure the school is ‘outward looking’, keeps pace with change and provides a good standard of education within the available budget. Your systematic plan to enable pupils to use ICT skills across the curriculum was implemented immediately after the last inspection. You are now reviewing ICT provision, moving away from personal computers and increasing the use made of mobile technology such as laptops and tablet computers, so that pupils can use these resources more easily in their work. Pupils are introduced to coding, which prepares them well for further study in secondary school. Although your links with a Kenyan school were praised in the previous inspection, you have had to modify this work due to the costs involved. You continue to explore other ways to expand pupils’ understanding of other communities in the United Kingdom through school trips and visits which, pupils say, they greatly enjoy. As well as looking at how you have tackled the recommendations from the previous inspection, I wanted to find out about your work to improve the teaching of writing across the school, particularly for boys, and to find out how you use assessment to identify which pupils need more support and what is done to provide this. Safeguarding is effective. Leaders have ensured that safeguarding arrangements are fit for purpose and records are detailed and of high quality. Governors very recently commissioned an external review of safeguarding procedures in the school to find out if there are any improvements that can be made. The report of this review had not been presented to governors at the time of my visit, but leaders await this with enthusiasm, eager to act on any recommendations. Leaders have successfully secured a safeguarding culture in school because they make sure that all staff receive regular training and, as a result, staff know the correct procedures to follow if they have a concern about a pupil. Risk assessments for all trips and other activities are carried out to make sure that pupils are kept safe. This includes a consideration of the risks involved by allowing adults access to the site during the school day to access the private day care provider’s premises that share the grounds. Safety is given a high priority by pupils. Members of the ‘Safe at School’ (SAS) squad explained their responsibility to immediately report any unsafe situations they come across, or are reported to them by other pupils. For example, they do not like the way some parents park their cars on the footpath outside school which, they say, creates a hazard. Pupils say they are safe at school and have a good understanding of how to keep themselves safe when using the internet, for example. Inspection findings In September, you introduced ways to tackle weaknesses in writing, particularly for boys, following your review of the 2016 key stage 2 test scores. Some early signs of improvement are seen in the quality of pupils’ writing in their books, although this is not yet reflected in stronger progress seen from teachers’ termly assessments. You explained that this is because teachers are over-cautious in their assessments, especially for the most able.