The leadership team has maintained the good quality of education in the school since the last inspection. Together with other leaders, you have a very clear vision for the school based, appropriately, on the ‘uniqueness of each pupil’. Your vision is encapsulated in the phrase, ‘only one you’. This results in an unswerving mission to provide an education that enables each pupil to achieve well academically, and for them to become confident, caring members of the community. All staff support this ambition and work hard to ensure that each pupil discovers and uses their unique talents. This sense of shared purpose permeates every aspect of the school’s work and dovetails with the school’s Christian values. Senior leaders have a clear understanding of the strengths of the school and, also, the areas that require further development. You follow your four core principles of ‘explore, prepare, deliver and sustain’ in developing the process of change. Leaders consider any changes carefully, making sure that they are likely to be suitable, before implementing them across the whole school. As a result, improvements are effective and sustainable. Strong, purposeful relationships lie at the heart of the school, which senior leaders and staff describe as ‘a learning community’. Staff are actively involved in improving the effectiveness of their work and take full advantage of the many opportunities provided for training and professional development. This has led to improvements in the quality of teaching over time. Morale among staff is high. All who expressed a view said that they felt proud to be part of the Fishbourne team and enjoyed working at the school. Pupils love coming to school. They speak with great enthusiasm about the exciting lessons that teachers plan, and how this makes learning enjoyable. Pupils behave impeccably at school. Although there are systems for helping pupils behave well, these are not usually needed, because pupils’ behaviour is consistently excellent, without the need for added incentives or sanctions. Pupils achieve well, and those currently in the school are making good progress, especially in reading and writing. Leaders have started to strengthen the teaching of mathematics, which has not been consistent in enabling pupils to achieve the high standards of which they are capable. Parents are fulsome in their praise of the school. One, echoing the views of many, said: ‘When I drop my child off in the mornings the children are always eagerly waiting for the gates to open and when they are open, the children rush to their classes in excitement.’ Leaders provide excellent support for vulnerable and disadvantaged families. They go the extra mile to ensure that pupils are safe, well cared for and achieve well. Leaders engage with external agencies robustly and, when the need arises, challenge them to do more. Children get off to a good start in the early years. Staff track the children’s progress closely to ensure that they make the progress expected of them. Where there are dips in progress, these are spotted quickly and appropriate remedial action put in place. This provision also extends to the most-able pupils, who make good progress as a result. This rigorous tracking successfully tackled one of the areas from the previous inspection identified for improvement. Safeguarding is effective. Senior leaders have instilled a culture of vigilance at this school. They have made sure that there is no room for complacency in this aspect of the school’s work. All staff understand the central role that they play in securing pupils’ well-being. Senior leaders provide regular training that equips staff thoroughly for all aspects of safeguarding. All staff notice, record and report even minor concerns. One teacher explained that their observations and records might be, ‘a small piece of a much larger jigsaw that will be needed later on.’ Policies and practice match the strong culture of safeguarding and meet statutory requirements. This includes the record of checks carried out on people who work in the school, which is kept meticulously. Pupils feel safe in school and learn how to stay safe in various situations, including when near a railway line and on the road. Leaders also place a high priority on internet safety, equipping not only pupils but also parents with the information needed for children to stay safe online.