The leadership team has maintained the good quality of education in the school since the last inspection. You joined as headteacher in January 2018 and, since then, you have led with determination to improve further the quality of teaching in the school. Together with your assistant headteachers, you have a very good understanding of the school’s strengths and weaknesses, carefully checking on the progress pupils make. You are highly ambitious to remove the barriers to learning that exist for the most vulnerable pupils in your school. Kings Furlong Juniors is a very inclusive and caring school, as summed up by a Year 6 pupil who said, ‘everyone is important in our school’. Adults know their pupils and their families well. Strong relationships ensure that there is high level of mutual respect. Staff morale is high. All staff who responded to the Ofsted online questionnaire said they are proud to work at the school. Pupils are happy at Kings Furlong Juniors. They said that their teachers make learning fun and that adults are ‘always positive’. Pupils spoke passionately about how they are encouraged to observe the school’s learning behaviours, such as teamwork and risk-taking, in lessons. They were clear on how these skills help them become better learners. They especially love spotting these behaviours in others and nominating them for a special award. Parents are equally happy with the school. As one parent wrote, summing up the views of many, ‘Kings Furlong Juniors is a safe and happy environment where my child is thriving.’ At the last inspection, leaders were asked to ensure that teachers provide work that challenges the most able pupils. You have been successful in this in English and mathematics. Over the past three years, the proportion of pupils who have attained the higher standards in reading, writing and mathematics is higher than the national picture. The previous inspection also noted that there was a need to provide training for middle leaders so that they can support other teachers to improve their work. You have developed the role of year-group leaders well. They make regular checks on the quality of teaching and learning, providing useful advice and feedback to teachers, and supporting their colleagues to adapt provision where needed. Safeguarding is effective. School leaders and governors ensure that all safeguarding arrangements are fit for purpose. Records are detailed and of high quality. Referrals are made swiftly when necessary. Practical and emotional support for pupils who are young carers is especially effective. Staff are vigilant in following up any welfare concerns they may have about a child. Communication is strong. Leaders have established effective relationships with external agencies. Pre-employment checks to ensure the suitability of all adults who work and volunteer in the school are fully in place. Safeguarding training is regular and effective. This has resulted in a staff team that is very clear on its part in keeping pupils safe. Most pupils attend school regularly. Nevertheless, absence figures for disadvantaged pupils remain higher than for others. Attendance for this group of pupils is improving, due to effective strategies and support and strong relationships with parents. However, there is scope to improve the attendance of disadvantaged pupils further. The proportion of pupils who have received fixedterm exclusions in the past has been above that typically found in primary schools. The rate of exclusions is now dropping due to improved understanding of the needs and triggers of vulnerable pupils. Leaders use a range of strategies to ensure that exclusions are only used as a last resort. Pupils say they feel safe in school and that there is an adult they can go to if they feel worried. They are especially complimentary about the staff who look after them at lunchtimes, stating that, ‘they sort out our problems happily’. They told me that bullying occasionally happens but that staff are good in making sure they ‘find solutions’ to it. Pupils show a good understanding of how to keep themselves safe online. They are very knowledgeable about the effects of cyber bullying and know precisely what to do were this to happen to them. Inspection findings At the beginning of the inspection, we agreed that the focus would be on: the progress pupils make in reading, with a focus on boys; how effectively leaders ensure strong outcomes for disadvantaged pupils; and how well teaching meets the needs of the most able pupils, including in the wider curriculum.