The leadership team has maintained the good quality of education in the school since the last inspection. You and your senior teachers have worked with energy and reflection to improve pupils’ progress and attainment, ensuring that this has continued to rise. In 2017, the proportion of children that achieved the expected ‘good level of development’ at the end of Reception was close to the national average. Consequently, children are well prepared to enter Year 1, where they make sustained and sometimes rapid progress. In 2017, at the end of key stages 1 and 2 the attainment of pupils at English Martyrs’ was above average in reading, writing and mathematics. You are determined that all pupils receive the best possible education and their welfare is at the heart of all your work. You have a clear focus on the achievement of disadvantaged pupils, and this is reflected in their improved rates of progress. You ensure that the school supports these pupils by promoting their learning and improving their self-confidence. You work effectively with families to promote greater involvement in their children’s learning and ensure that pupils attend school regularly. Your vision, that pupils become self-confident, proud, trustworthy, kind, reliable and considerate, as well as confident to stand up for what is right, underpins everything you do. You provide pupils with a diverse and balanced curriculum which broadens their minds and helps them to think beyond what is in front of them. You have specifically developed the curriculum in the early years to meet the changing needs of the children who enter the school. The emphasis on enriching language and communication and developing pupils’ resilience is making a significant contribution to pupils’ good progress. I found pupils to be kind and caring towards adults, visitors and each other. Pupils work hard and with very positive attitudes. They told me that they enjoy coming to school, they find lessons interesting and that they particularly enjoy the extracurricular activities. Behaviour is very good, both in class and on the playground. Pupils understand the school’s expectations and they know that by respecting each other and collaborating well, the school will be a happy and supportive community. You have taken effective action to address the areas for improvement identified during the school’s previous inspection. At the end of key stage 2, pupils now attain equally well in reading, writing and mathematics. However, the proportion of pupils in key stage 2 who attain the higher standards is below the national average. Although not yet outstanding, the quality of teaching has continued to improve. However, you acknowledge that there is still more work to do to continue to strengthen the quality of teaching and ensure that the most able pupils are suitably challenged. Parents and carers are extremely positive about the school’s work. They value the spiritual, caring and nurturing ethos as well as the community spirit. Parents also praise the approachability of senior staff and recognise and support your commitment to both British and Catholic values. Safeguarding is effective. Staff have ensured, through teaching, assemblies and other activities, that pupils are safe and know how to stay safe. Every pupil I spoke with and every parent who completed Ofsted’s online questionnaire, Parent View, agree that pupils are safe. Pupils could tell me who they would go to if they were worried, and they were confident that adults would resolve their problems. Pupils are aware of the risks they face. They can explain clearly their understanding of road safety, the need to take care near fire, and ‘stranger danger’. Pupils have a depth to their understanding of e-safety and Year 5 digital leaders help other pupils to understand this area of risk. Staff are suitably trained and alert to the indicators of harm pupils may face. Leaders who have specific responsibility for safeguarding are alert to changes in pupils’ behaviour, recognise the signs that indicate a pupil may be at risk of harm, and take appropriate and timely action. They involve external agencies, where necessary, so that pupils and families receive the support they need. The governor responsible for safeguarding checks that the school’s single central record is maintained accurately. Governors also check that safeguarding policies and procedures work effectively.