The leadership team has maintained the good quality of education in the school since the last inspection. You have recently made changes to the structure of key stage 1 and the early years. Teachers and teaching assistants work together across classes and year groups to support pupils’ learning throughout the two key stages. Pupils in key stage 1 are grouped carefully to ensure that they are challenged to achieve. The shared use of teaching assistants across the early years and key stage 1 ensures that pupils are familiar with all the adults who may teach them. The use of the ‘Achievement for All’ programme has been particularly effective in supporting pupils who would otherwise have fallen behind. As part of the programme, you work closely with families to develop parents’ and pupils’ attitudes to learning and to explore how to enable pupils to reach their potential. The school’s assessment information shows that these pupils make quicker progress. In the last inspection report, you were asked to make sure teachers make use of other adults to help pupils to progress further. Teaching assistants are highly skilled in supporting pupils’ learning, and are confident to intervene and prompt when necessary, as well as stand back to allow pupils time to think. Teaching assistants work very effectively with small groups, ensuring that individual pupils are given the support they need to make good progress. You were also asked to develop more opportunities for pupils to write across the curriculum and to write longer pieces of work. Pupils present their work in one workbook so they are able to look back at what they have previously learned and use this in other subjects. These workbooks show that pupils are given many opportunities to write at greater length in different subjects. Teachers use writing guides to develop pupils’ writing across subjects. Teaching at the school remains good. Teachers use their knowledge of what pupils can do well to set tasks that challenge them. You have a secure understanding of the overall progress of pupils at the school. The subject leaders, however, do not have a comprehensive overview of the progress pupils make in their subject. While the curriculum meets the requirements of the national curriculum, there are too few opportunities for pupils to develop their understanding of different races, cultures and faiths. Parents are positive about the school and the support their children receive. They believe that the school has a family feel and that their children are well looked after. They know that they can talk to a member of staff if they have a concern, and feel that problems are dealt with well. Pupils speak very highly of their school. They enjoy the many different opportunities they receive and are keen to take part in the different clubs and trips on offer. Pupils said they know how to keep themselves safe. The junior police community support officers (JPCSO) provide support for pupils on the playground as well as leading assemblies in diversity and how to keep safe on the road. Pupils have an awareness of how to ensure they are safe online. They appreciate the dangers that they may face when playing games online. One pupil said about social media, ‘never post anything online that you would be afraid to wear on a t-shirt’. Pupils said that the staff are the best thing about the school. They said that teachers take an interest in them, and always have time to talk. One pupil said that it was ‘less like a school and more like a family’. Others I spoke with said that the behaviour in the school is good, and that learning is not disrupted by poor behaviour. They also said that bullying rarely happens, as adults are quick to sort out any problems when they happen. You regularly provide the governing body with assessment information so that they can hold you to account. Assessment information is used to allocate additional funding to support the progress pupils make, including the progress of pupils who have special educational needs (SEN) and/or disabilities and disadvantaged pupils. Governors are well aware of the school’s priorities, and understand what leaders are doing to bring about improvements. Governors regularly monitor the progress towards targets in the school’s development plan to check that improvement actions are having the desired impact. Safeguarding is effective. The designated safeguarding leads are tenacious in following up concerns and ensure that cases are followed through to an appropriate conclusion. The leadership team has ensured that all safeguarding arrangements are fit for purpose. The safeguarding governor completes regular checks of safeguarding procedures.