The leadership team has maintained the good quality of education in the school since the last inspection. The school works effectively within the Derbyshire Diocesan Academy Trust, of which it became a member in September, 2016. There has been effective collaboration on school improvement programmes. Staff and governors have opportunities to exchange good practice. Pupils enjoy coming to school. They are enthusiastic about the range of activities available to them and the friends they make. A typical comment was, ‘I like learning new things.’ You and your staff provide a wide range of interesting experiences for pupils to develop their learning and confidence, including a geography field trip. The school choir sings regularly in the local church. Pupils develop skills in sports, including playing cricket and football. Annual residential trips in Years 4, 5 and 6 help build pupils’ confidence and resilience. Pupils leave Year 6 very well prepared for their next stage of education. Pupils are proud of the different roles and responsibilities they take on, such as membership of the school council and being table captains, who look after the infant children at lunchtimes. They organise and run events to raise money for local, national and international charities. They were particularly proud of supporting the recent ‘shoes for Africa’ appeal. Pupils are confident, polite and articulate. They understand and appreciate diversity. Pupils visit places of worship, including the local church and a mosque in Derby. They learn about different cultures through the curriculum. They get on well together, work hard and enjoy socialising with each other. They are confident that were they to have a concern it would be dealt with quickly and effectively. Parents and carers speak highly of your leadership and the care shown by staff. They are welcomed into school to see how well their children’s work is improving and they attend workshops to find out how they can support their children’s learning. They are appreciative of the range of activities which enrich the curriculum such as sports clubs, the choir, trips and visitors. A typical comment was, ‘This is a happy school.’ There is a culture of developing staff. They work collaboratively with schools in the trust and more widely, exchanging good practice and developing expertise. Pupils’ progress is monitored regularly through conversations with teaching staff. Together, you have identified areas for improvement and, with staff, are raising expectations of what pupils can achieve in lessons and over time. The governing body provides effective support to the school. Governors understand the importance of holding the school to account and have a system in place to ensure that leaders are sufficiently challenged. They make regular visits to check on the school’s work towards meeting its priorities. The governing body has a wide range of skills which they keep up to date through regular training. Leaders of mathematics and English are relatively new to post. While they are checking the impact of initiatives, some of which are new or are in the process of being embedded, occasionally this is not done precisely enough to make sure that it is highly accurate across the school. During our tour of the school, we noted that in some classes teachers were not effectively designing tasks to ensure that the mostable pupils made the progress of which they are capable in writing and mathematics. Pupils’ books showed that some tasks did not challenge these pupils sufficiently. Leaders need to have a clear focus for bringing about improvements in writing and mathematics. Safeguarding is effective. The leadership team has ensured that all safeguarding arrangements are fit for purpose. Records are detailed, well organised and kept securely. Policies are reviewed and regularly updated. Recruitment procedures are followed and are thorough. Training is up to date. Leaders have developed a strong and effective culture of safeguarding. Staff receive regular, good-quality training. They are knowledgeable about their responsibilities. You use your breadth of knowledge well to engage a range of external support services to meet pupils’ needs. Pupils feel safe because of the guidance made available to them through the curriculum. They receive regular reminders about keeping safe online.