The leadership team has maintained the good quality of education in the school since the last inspection. Your ambition for the pupils, staff and the school shines through in all that you do. Every effort is made to ensure that all pupils in the school achieve to their very best, both academically and socially. Each child is valued as an individual and their uniqueness respected. You and your deputy headteacher work very well together. This strong partnership is highly valued by all your staff across the school. They feel well supported, respected and work very well as a team. Staff share your passion for the school and are very aware of key priorities for development. Like you, they recognise that although pupils do make good progress as a result of effective teaching, outcomes, particularly for boys in early years and pupils reaching the higher standards at the end key stage 1, could be even higher. Your staff went out of their way to tell me how you ensure that the mental health of all the staff and pupils is promoted well. Your self-evaluation is honest, insightful and accurate. There is no room for complacency and any underperformance is dealt with swiftly. You recognise the value of the school development plan in helping you to monitor the progress that the school is making towards achieving its goals. However, we both agree that it is not as precise as it could be. Parents and carers hold you and your staff in the highest regard. They particularly appreciate the introduction of ‘democracy days’, which gives their children a voice within the school. They are quite rightly pleased with the progress that their children are making and with the quality of education that you and your staff provide. The following comment, I believe, sums up quite eloquently how parents feel about your school: ‘As parents we have the absolute pleasure of sending our children to Holy Family Catholic Primary School.’ The standards of behaviour that I observed in classes and around the school were impeccable. Pupils are very proud of their school and display a real thirst for knowledge. They are polite, respectful and caring. Pupils told me that, ‘learning is fun,’ and that they, ‘have the best teachers in the world’. They really appreciate that their teachers mark their work in front of them and give them advice on what they need to do to improve. With great enthusiasm, they talked about the ‘Aspire Group’, which comprises famous people such as Mo Farah, Martin Luther King, Mother Teresa, Oscar Romero, Malala Yousafzai and Team Chavasse. Pupils have identified special qualities in these people that they want to aspire to. Pupils relish the opportunities that you give them to contribute to decision making within the school. For example, as members of the school council, they raise money for charity, run clubs at lunchtimes for younger pupils, support homeless people in Liverpool and organise donations to local foodbanks. Pupils also took great delight in telling me about the wonderful range of trips and out-of-school clubs that you and your staff provide to broaden further their educational experiences and ignite their passion for learning. From my discussions with pupils, it is very evident that British values and the school’s motto of ‘only the best is good enough’ thread through all aspects of the school’s work. Such effective practice ensures that pupils are equipped with the skills to be responsible citizens in modern Britain. Governors are as passionate about the school as you are and are proud of its achievements. They bring a wealth of experience and skills to their roles. As governors, they act as a critical friend, offering you effective levels of support and challenge, in equal measure. At the last inspection you were asked to provide as many opportunities as possible for pupils to learn about a wide variety of faiths and cultures. You and your staff have embraced this challenge with vigour. Pupils now take part in a wide range of multicultural events on a regular basis, such as Black History Month. Books, posters and additional resources have been purchased to enhance pupils’ awareness of different faiths and cultures. Pupils’ cultural backgrounds are celebrated at every opportunity. Such good practice helps to give pupils a greater understanding of the diversity of the world in which they live. The school was also asked to ensure that the needs of children who were leaving early years and were not ready for a Year 1 curriculum were met. Effective action has been taken. For example, staff in key stage 1 have received training on the early years curriculum and have a good awareness of how to support the needs of these children.