The leadership team has maintained the good quality of education in the school since the last inspection. You work effectively with your safeguarding team to ensure that pupils are well cared for and nurtured. You recognise that your school is situated in an area identified as having a very high level of deprivation. Additionally, you deal with a rate of pupil mobility that is higher than the national average. This means that many pupils are new to your school just prior to undertaking published assessments. Nevertheless, your ethos is simple and clear. You state that your pupils deserve the very best. As a result, your school has received a range of awards, including a reward for inclusion and the ‘school of sanctuary award’. The board of governors support the school’s ethos. Members work closely with leaders to ensure that they have a clear understanding of the strengths of the school. Their work with subject leaders provides opportunities to analyse school performance and discuss improvement priorities. Almost all members of staff who responded to the staff survey during the inspection noted that leaders do all they can to ensure that the school has a motivated, respected and effective teaching staff. This was evident during the inspection, where positive relationships were evident between staff and pupils. The pupils I spoke to during the inspection were very proud of their school. They value their roles as pupil panel members and mathematics and reading ambassadors. Pupils also enjoy the rewards that they receive for regular attendance, such as a Hawaiian Day. One pupil, reflecting the views of others, said that she was particularly proud of the school because teachers provide her with ‘memories of lovely things’. In the previous inspection, the inspectors reported that leaders should increase the level of challenge for the most able pupils. You provide a range of opportunities for the most able to take part in activities that challenge their thinking. Leaders monitor closely the progress of the most able pupils and provide additional support where they are falling short of their targets. As a result, the attainment of these pupils has improved. Inspectors also noted that there was a need to set targets for pupils and review them closely. Leaders track the progress and attainment of all pupils. Regular pupilprogress meetings identify where pupils require extra support and ensure that learning matches pupils’ needs. This was evident during the inspection where I observed teaching assistants working effectively with small groups of pupils to support their learning. Finally, inspectors noted that leaders should provide pupils with opportunities to apply their mathematical skills across the curriculum. We agreed to consider this during the inspection as part of a wider analysis of mathematics teaching in school. We discussed areas where further work is required to support school improvement. While pupils make good progress from their starting points, many have a limited vocabulary. Leaders are aware that they need to provide further opportunities to develop pupils’ vocabulary to improve their performance in subjects such as reading, writing and grammar. Additionally, some subject leaders require further support and training to ensure that they identify key issues in their subjects and drive forward improvement through accurate improvement planning. Finally, opportunities to develop problem-solving and reasoning skills in mathematics are not consistent throughout school. Safeguarding is effective. The leadership team ensure that all safeguarding arrangements are fit for purpose. Your school site is secure, and office staff check the identity of visitors on entry. Your safeguarding team ensure that pupils are well supported in areas which include attendance and well-being. The family support officer works effectively with other agencies so that the most vulnerable pupils are well supported and kept safe. Parents are confident in the school’s ability to care for their children. Almost all parents who responded to Parent View, Ofsted’s online questionnaire, said that their children and are happy and feel safe in school. One parent, reflecting the views of others, noted, ‘I rate this school very highly because my daughter loves the school. There are so many activities for them to do.’ Pupils who I spoke to during the inspection said that their school is a safe place and lessons help them to understand how to protect themselves from harm both in the real world and online. Pupils note that bullying is rare in school and where it does happen, teachers deal with it immediately.