The leadership team has maintained the good quality of education in the school since the last inspection. There have been a number of changes to staffing since the last inspection. You became headteacher in September 2016 and are continuing to ensure that pupils at Hollinhey School receive a good quality of education. You and your staff have created a welcoming and caring school. Pupils enjoy coming to school and enjoy their learning. Parents are very supportive of the school and are positive about the leadership and management of the school and the friendly, caring staff who teach their children. Parents feel ‘lucky that their children can attend such a happy and caring school where children are valued and helped to achieve their best’. Staff are proud to work at the school and feel valued and supported by leaders. Staff say that the school is a safe and positive environment for children, where your leadership is ‘building on strengths of the school and moving the school forward in a positive way’. The school’s core values of ‘HEART’, which encompass honesty, effort, achievement, respect and tolerance, permeate throughout the life of the school. You and your staff foster an inclusive learning environment, underpinned by pupils’ positive interactions with each other and the mutual respect evident between pupils and staff. Pupils are proud to be members of the Hollinhey community and are taught to be tolerant and welcoming to all, regardless of their differences. Leaders carefully plan activities and learning, such as visits to temples, mosques, synagogues and churches, to prepare pupils well for life in modern Britain. Pupils learn, socialise and play well together and their behaviour is positive throughout the school. Parents comment on the community feel to the school, saying ‘my child has a clear sense of belonging as part of the community and it is wonderful to watch how the older pupils take care of the younger pupils, right from the very first transition visit’. Governors, senior leaders and staff have taken action to address the areas for improvement since the last inspection. In securing improvements to attainment and progress in key stage 1, robust strategies are in place to deliver and assess the new national curriculum. Leaders are very clear about how the curriculum is tracked and pupils are closely monitored, both as individuals and groups, so that any underachievement can be quickly identified and effective interventions put into place. You monitor this through a comprehensive quality- assurance schedule, and through regular pupil progress meetings. Staff are ambitious for all pupils to succeed and are willing to ‘go the extra mile’ to support pupils to meet their targets and develop good understanding, knowledge and skills. In response to improving the consistency in the planning for the most able pupils, you rightly focused on ensuring that all learning activities were appropriately challenging for pupils. Quality-assurance procedures focus on the progress of these pupils and extra opportunities are provided for most-able pupils in mathematics, writing and electronics. In science, provision has been supplemented to extend and enrich learning. School information on current learners shows that the majority of most-able pupils are making rapid progress. You and your governors have a clear understanding of the school’s strengths and what needs to be improved further. The school’s self-evaluation is clear and leads to improvement plans which are beginning to show impact in all areas. These improvement plans are clearly focused around pupils’ outcomes and focus on continuing to improve the quality of education for all. The governing body is increasingly holding leaders firmly to account and supports you in your work. The local authority has also been helpful in evaluating the work of the school with you and supporting you in your new role as headteacher. You have appreciated this support and used it well to help move the school forward. The governors, local authority and staff are all confident in your ability to continue to improve the school. During the inspection, we discussed the next steps for the school. First, your own analysis and improvement plans show that the development of writing skills remains a priority for the school. As a result, you are determined to encourage more opportunities to develop writing for purpose through cross-curricular links. This will support teachers to encourage pupils to achieve greater depth in their writing. Second, you acknowledged that you need to further develop strategies for analysing and tracking pupils’ progress across the wider curriculum. You, leaders and governors will then know how well individual pupils and groups of pupils are progressing in all subjects as clearly as you do in the core subjects of reading, writing and mathematics. Governors will then be able to hold you rigorously to account for the progress of pupils across all year groups and across the wider curriculum.