The leadership team has maintained the good quality of education in the school since the previous inspection. Parents, carers and pupils appreciate the warm and nurturing ethos that staff and leaders are proud of. Parents said it is a ‘supportive’ and ‘very friendly, caring school’. The school’s ethos is celebrated and embedded and it guides the work of staff in promoting pupils’ development. One parent said, ‘The teaching staff often go above and beyond to support the children.’ Leaders have the support of staff, governors and the wider school community. Parents are overwhelmingly positive about every aspect of the school and all would recommend the school to others, as exemplified by one parent’s statement that, ‘This is a firstrate school with a first- rate team and leader.’ Pupils behave very well. They are polite and friendly to visitors. They listen to their teachers and to each other. They talk confidently about the subjects and activities they enjoy most. The pupils I spoke with were very positive about their school. They value the wide range of opportunities they are given in school to take responsibility, such as being members of the junior leadership team and worship committee, or being a caring crusader or an eco-warrior. Leaders have made good progress in addressing areas for improvement from the previous inspection. Pupils are now provided with more opportunities to write for different purposes and in different styles to improve the content of their writing. The most able pupils are being challenged more in lessons. Pupils told me that they like how the teachers ‘push you to be the best you can be’. One pupil said, ‘Teachers challenge you not to be in your comfort zone, but not in a panic zone either.’ Accurate self-evaluation identifies the school’s strengths and points out where improvements are needed. For example, pupils’ attainment in writing at greater depth is not as strong as in other subjects across the school, and this is a current priority. Raising standards in mathematics is also a key priority identified by leaders. The school’s comprehensive improvement plan details the next steps and the targets that leaders are working towards. It enhances the school’s capacity for further improvement. The leadership team is focused and determined to continually improve the school. For example, where teaching has not been effective in the past, leaders have taken appropriate steps to ensure that the quality has improved. Safeguarding is effective. Leaders ensure that policies are up to date and meet the latest guidance. All staff are provided with safeguarding training and this is updated annually. Staff are kept informed of any changes as they occur. All appropriate pre-employment checks are carried out on staff and volunteers. Staff know their pupils well. Any concerns are reported, considered carefully and prompt action is taken. Case files are detailed and well organised. Pupils spoke confidently about the ways in which school leaders and staff work hard to keep them safe and look after them. Pupils say that they feel safe in school and staff agree. Pupils know who to go to if they have concerns and feel supported in resolving them. Pupils know how to keep safe on the internet and the reasons for doing so. They understand what bullying is and explained to me that, while it may happen, it is rare and is resolved quickly and effectively by staff. Pupils also understand how to keep themselves safe outside school.