The leadership team has maintained the good quality of education in the school since the last inspection. You are a highly driven principal and are uncompromising in your desire for the school to continually improve. You have created a positive learning culture through your intent to share leadership responsibilities, increase accountability and put pupils’ individual needs at the heart of school improvement. As a result, staff morale is high and together you take collective responsibility for pupils’ outcomes. Leaders’ relentless pursuit for developing the school further has meant that the areas for improvement identified at the last inspection have been tackled with rigour. For example, pupils make extensive use of information technology to support their learning and this is now a strength of the school. Improving the quality of teaching has been a particular focus for leaders. Leaders make very thorough checks on teaching and learning and this is supporting them in identifying training needs and areas for development for each individual member of staff. The effective systems you have established for supporting teachers to continually develop are resulting in improving pupil outcomes over time. Pupils make strong progress in English and mathematics through their time in school. Pupils often enter school with skills, knowledge and understanding that are lower than the starting points typical of their age. By the end of Reception in 2016, the proportion who reached a good level of development was in line with the national average. At the end of key stage 1, pupils’ attainment was just above that seen nationally in writing and mathematics and was in line with national figures for reading. Progress in writing and mathematics in 2016 at key stage 2 was above average whereas reading progress was broadly in line with the national average. You identified this relative weakness and actions taken have resulted in achievement in reading now being more in line with that found in writing and mathematics. You acknowledge that teachers need to have consistently high expectations of the quality and presentation of pupils’ work to enable even more pupils to reach the highest standards. Pupils are encouraged to be fully involved in the life of the school, which gives them a sense of purpose and responsibility. They take on roles, such as reading ambassadors, and are proud of the support they provide for younger pupils or in the local community through the Highgate difference award. The award inspires and motivates Year 6 pupils to think about planning for their future. They do this with great confidence and enthusiasm and are developing as responsible citizens and confident learners as a result. The multi-academy trust has recently been reorganised and new governance arrangements have been introduced. A local governing board has been newly formed and is beginning to establish effective ways of working. At present, however, in these early stages of the transition, governors are not yet holding school leaders to account with enough rigour. They are keen to become more directly involved in the life of the school and take on particular areas of responsibility to enable them to challenge from a position of greater knowledge. Leaders make good use of the links with other schools within the trust, for example, to develop the reliability and accuracy of teacher assessment judgments. You have increased leadership capacity within the school through training and recruitment. However, you acknowledge that the next step in developing leadership further is to increase the impact that subject leaders have on improving standards in the wider curriculum, beyond English and mathematics. Safeguarding is effective. You have established a highly vigilant culture of safeguarding. You are ably supported by the family liaison officer and together you have ensured that record keeping and systems to protect children are robust. As a result, staff take safeguarding seriously and treat it as everyone’s responsibility. The training they receive supports them in being able to recognise and respond to any signs of concern. Leaders’ rigorous checks mean that patterns are spotted quickly and action is taken to address any issues which arise. Pupils behave very well and say there is rarely any bullying. They feel safe and well cared for in school and parents agree. The curriculum provides countless opportunities to support children in being safe. Consequently, pupils talk confidently about how to stay safe online and what they would do if someone was being unkind to them at school.