The leadership team has maintained the good quality of education in the school since the last inspection. You lead with great patience and admirable determination. You and other leaders are dedicated to providing the highest possible standard of education for the pupils in your care. The inclusive ethos of the school is a great strength. Parents admire your open and honest approach, telling me that they respect and trust your decisions when they have problems or concerns. They were also positive about many aspects of the school, including support for pupils who have special educational needs (SEN) and/or disabilities, as well as the early years provision. Staff are very motivated and work tirelessly under your direction, appreciating the guidance that they receive from leaders. They told me about the improved resources at the school and how they relish planning learning within the school’s distinctive curriculum framework. Pupils told me that they enjoy lessons and appreciate the help they get from staff. When I talked formally to a group of pupils, some found it hard to identify anything they would want to improve. During breaktime, pupils who have recently joined from other schools told me how they preferred Glenleigh. Their reasons for this rested firmly on the support they receive in classrooms. During classroom visits, pupils were happy to tell me about their learning. Their books showed me that they take pride in their work and that staff are providing appropriate levels of challenge across the curriculum. My visit to the Nursery Year showed that staff have a good understanding of children’s needs. Scrutiny of assessment records and learning journeys enabled me to confirm parents’ views that their children make good progress and are cared for well in the early years. Our visits to key stage 2 classrooms also showed me that staff know pupils well. Staff also understand your key priorities for improvement. Pupils told me that they read more often and more widely. The focus on improving their inference and deduction skills is showing signs of having a positive impact on progress in reading. Pupils, including those from disadvantaged backgrounds, receive additional targeted support when required. Our visit to an intervention group demonstrated that staff are persistent when they need to be and have high expectations, leading to good gains in learning for the pupils concerned. At the time of the last inspection, inspectors acknowledged the many strengths of the school. These included the commitment of staff to help every pupil to achieve and the much higher expectation for pupils’ learning and behaviour. Inspectors identified that leaders needed a sharper understanding of the quality of teaching and how it impacted on pupils’ achievement. They also recognised a need to increase the proportion of higher quality teaching across the school. These aspects have been addressed successfully. Leaders demonstrate a clear understanding of the quality of teaching over time. Better quality teaching has led to significant improvements in outcomes for pupils at the end of key stages 1 and 2 in the last two years. Since the last inspection, leaders have continued the important process of selfevaluation. You were able to explain the school’s many strengths, as well as the key priorities for development. Although outcomes for disadvantaged pupils are improving, you know that their progress needs to accelerate further if they are to attain in line with other pupils nationally. You have also identified that the progress that pupils make in reading by the end of key stage 2 needs to be better. You agreed with me that systems to assess pupils’ progress should be improved so that leaders and teachers have a clearer understanding of the progress that vulnerable groups are making. Safeguarding is effective. Arrangements to safeguard pupils are effective. Policies and procedures are sound. The culture to safeguard pupils is strong. Staff understand their duty to safeguard children. Their training is up to date and communication is strong. Staff, including non-teaching support staff, know what to do and who to talk to if they have concerns. All parents who spoke to me expressed an opinion that their children are safe in school. The large majority of parents who completed Ofsted’s online questionnaire think that their children feel safe and are cared for well at school. Pupils told me that they feel safe in school. However, they also shared that bullying sometimes occurs, although staff deal with it well once they are aware of it.