The leadership team has maintained the good quality of education in the school since the last inspection. The school is now part of a multi-academy trust with one other local school. You and your executive headteacher have taken full advantage of the development opportunities that this has provided. You both have a shared vision for excellence, ‘Together everyone achieves more’. You have built a united team across the Timu Academy Trust, which works enthusiastically and always in the best interest of the pupils in their care. At the start of the day, I met a number of parents. Several parents openly declared how proud they are that their children attend your school. A parent summarised the views of many by stating that Iwade has ‘given my children an amazing start to their education; they will be better members of society in the future because of it’. The school has continued to grow to become a three-form-entry school. The challenges that such an expansion pose have been tackled proactively by all members of the school community. Your highly motivated team feels well supported because you have involved team members fully in key developments and given them the right training to enable them to achieve well. This has helped to improve the quality of teaching and learning so that it is consistently good. Some is outstanding. You know the strengths of your school extremely well. You quickly identify areas of the school’s work that could be better, and have put plans in place to address them. As a result, you have secured improvement since the last inspection. You and your staff have worked conscientiously to meet the recommendations within the previous report. At the time of the last inspection, inspectors recognised the many strengths of the school, including the excellent leadership provided by the executive headteacher. They also identified a need to improve achievement in writing and to ensure that all lower-attaining pupils read every day and are well supported by teaching assistants. Leaders have addressed these points effectively so that standards in writing have improved, and lower-attaining pupils are being well supported, which has resulted in this group of pupils making better progress in reading. Notwithstanding this success, you are aiming higher. Your self-evaluation is accurate, you know what needs to be improved and you understand the current priorities for the school. You are ambitious for further improvement and know that more needs to be done for the school to become outstanding. For instance, leaders from all key stages understand that more pupils need to make greater than expected progress. Leaders do not always stretch the most able or challenge all pupils enough to think more deeply and apply their knowledge in a range of ways, so that they can reach the highest levels of attainment across all subjects. You have recently implemented a new assessment and tracking system that allows you to see how well pupils are progressing. You and your team then carry out careful analysis of this information. You use this well to inform decisions about support and intervention to ensure that all pupils, including the most able, make at least expected progress. Planned, thorough checks by the leadership team ensure that assessments are accurate. You have analysed what the school needs to do to make pupils’ outcomes even better, and have made a speedy response to ensure that the progress that pupils make in all year groups will become consistently strong. Parents are complimentary about how well their children are helped to settle in to the Reception class and the progress they make. One parent wrote, ‘It is amazing how quickly my son is picking up new words to both read and spell.’ Children get along with each other well, demonstrating strong personal, social and emotional development. Children enter the school with skills and knowledge that are broadly typical for their age and make good progress from their starting points. A greater proportion of children than found nationally achieve a good level of development, showing they are ready for Year 1. You have developed a curriculum that is broad and balanced and which makes good use of the school’s setting. There are many engaging activities and topics across a range of subject areas. Pupils learn many interesting facts and become increasingly knowledgeable about the topics studied. The leadership team has rightly prioritised the development of historical, geographical, physical, artistic and scientific skills. Safeguarding is effective.