The leadership team has maintained the good quality of education in the school since the last inspection. Since the last inspection, governors have appointed more leaders to join the highly effective executive leadership team. You and the deputy headteachers are talented and skilled people. Your exceptional leadership has helped the school improve further. As a result, pupils’ progress is strong across the curriculum. Leaders have supported all staff to be an effective and hardworking team. Staff are proud of their school and want the very best for children. Leaders and governors have paid close attention to staff well-being. The Staff Well-Being Action Group (SWAG) monitors how staff feel and makes sure that there is a positive climate in the school. A large proportion of staff chose to respond to Ofsted’s online questionnaire. Every respondent feels that leaders have created a climate in which teachers are trusted to take risks and innovate in ways that are right for the pupils. Governors rightly assert that this is a happy school. Parents and carers are equally happy with the standard of education. Every parent who responded to Parent View feels that pupils are safe and make good progress. Many parents took the time to submit written responses to Ofsted. Comments included, ‘I love the whole family feel of the school,’ and, ‘This school gives my child a chance to shine. The staff are full of enthusiasm and very approachable.’ Leaders’ and governors’ greatest strength lies in the quality of their self-evaluation. They have high expectations of what they want to achieve and a clear understanding of what needs to improve further. As a result, the school is securely good, and some aspects of practice are outstanding. However, leaders are clear that there is more that they want to do before they feel that the school’s overall effectiveness is outstanding. You have effectively supported other local schools. In partnership with the local authority, you and senior leaders have worked with a number of other schools over recent years to help them raise standards. At the last inspection, leaders were asked to further raise the quality of teaching and learning, particularly in writing and mathematics. They were asked to do this by improving pupils’ spelling, providing more opportunities for pupils to apply their mathematical learning in different subjects and ensuring that the higher-attaining pupils are moved onto their tasks as quickly as possible. A commitment to high-quality coaching, support and training for staff has improved the overall standard of teaching, learning and assessment. Teachers and support staff work with leaders and one another to improve what they do. They share their ideas, are involved in research projects and are encouraged to take risks. As a result, outcomes are improving across the school. Additional strategies have been devised to improve pupils’ spelling. Teachers use the new national curriculum to ensure that expectations are high and age appropriate. It is evident from pupils’ writing books that their spelling improves quickly throughout the year. Leaders have adapted the curriculum to offer pupils greater opportunities to apply their mathematical skills. For example, in science and geography there are many examples of pupils interpreting data and using their mathematical skills to explore a range of topics. It is also evident from pupils’ books, and observation of teaching, that pupils are frequently challenged. The proportion of pupils achieving at a higher standard in key stages 1 and 2 has increased in recent years and compares favourably to national levels. Although Etching Hill is improving and has several key strengths, leaders acknowledge that there are some areas that can be developed even further. Key areas for improvement include ensuring that any differences between boys’ and girls’ achievement diminish further, providing pupils with even more opportunities to learn about other faiths and cultures, thereby further enhancing opportunities to develop tolerance and mutual respect, and embedding the developments in the approach to the teaching of reading. Safeguarding is effective. There is a strong culture of safeguarding at Etching Hill, and arrangements are fit for purpose. Staff that I spoke to throughout the inspection are clear about their responsibilities. Pupils said that they feel safe and teachers help pupils understand what is right and what is wrong.