The leadership team has maintained the good quality of education in the school since the last inspection. You lead the school well, are ambitious and have an accurate understanding of the school’s strengths and areas to improve. You work well with the governing body and leadership team and together strive to ensure that Holy Trinity provides the best education possible for its pupils. Under your leadership, you have successfully ensured that leaders, at all levels, know and understand their roles and responsibilities. Staff who completed the staff questionnaire were overwhelmingly positive about all aspects of the school’s work. You and your leadership team know your pupils well and provide them with the very best care and guidance. The school’s values and ethos strongly promote pupils’ spiritual, moral, social and cultural development. Because of this, pupils enjoy coming to school and show great respect to each other and the adults they work with. Over the past year, you have worked exceptionally well with your deputy headteacher and governing body to support the school through a challenging time. You have dealt with some difficulties that have arisen between the school and some parents. I considered the concerns raised by parents very carefully during the inspection and am satisfied that you have responded to them appropriately. During the inspection, the majority of parents spoken to were very supportive of the school and the improvements that have been made since the last inspection. One parent commented, ‘My child is very happy at school and they love coming to school every day. I could not be happier.’ During the last inspection, you were asked to improve the opportunities for pupils to revisit, redraft and improve their writing. You have done this successfully by introducing a clear, structured system for pupils to follow when editing their work. Teachers use this system consistently across all year groups. These actions have strengthened the teaching of writing, and as a result, standards have improved. Teachers now have higher expectations of what pupils can do when redrafting and reviewing their written work. The books we looked at demonstrate that pupils are clearly engaged in this process and are successfully identifying how they can improve their own writing. Books clearly show that pupils across the school are now making better rates of progress. As leaders you have introduced a rigorous tracking system that allows you to closely monitor the progress of all pupils over time. This system is used effectively in pupil progress meetings to hold teachers to account and provide them with a clear analysis of what is working well. This system also helps them to quickly identify those pupils who may be falling behind. Interventions are devised for any identified pupils so that they can speed up the progress they are making. While you have developed your own system to measure attainment and progress across the school, you also acknowledge that this system could be improved further. It does not yet enable you to look specifically at the progress pupils make from their individual starting points. An example of this was seen when we looked at information about the achievement of disadvantaged pupils. As a school you are not tracking those most able disadvantaged pupils who left key stage 1 with high levels of attainment. As a result, you are not clear about how many of these pupils should also be achieving at a higher standard by the end of key stage 2. By tracking this group more carefully, leaders and teachers will be able to better identify those pupils who could be challenged more across all subjects to achieve higher standards and in greater depth. Behaviour in lessons and around the school is good. During observations of teaching that we conducted together, it is clear that the pupils are enjoying the rich and varied curriculum the school provides. This was seen in the two art lessons we visited. In these lessons, all pupils were engaged and focused on creating a threedimensional Viking longship. They listened to instructions well in a purposeful and calm atmosphere. During these observations, we discussed how some of the more talented artists were not being given the chance to master their artistic skills further. In our discussions you acknowledged that this was an area that needs further improvement. Mastery within the curriculum is not yet fully embedded across all year groups and subjects.