You have maintained the good quality of education in the school since the last inspection and you have successfully addressed the weaknesses identified at that time. In particular, you have ensured that pupils’ progress in reading has improved so that it is now at least as good as in writing and mathematics. As a result of your emphasis on the progress of the most able, those pupils now make consistently good progress in reading. As an experienced and effective headteacher, you have an enthusiastic vision for the school. Under your wise leadership, the relatively new senior leadership team members share an incisive grasp of the school’s current strengths and areas for improvement. Together, you form a strong team, demonstrating a good capacity to drive continued improvement. Pupils are justifiably proud of their school, describing it as a ‘kind and friendly’ place where ‘everybody knows each other and you can go to any teacher if you need help’. One pupil described their time at Lady Bay as being ‘like a rollercoaster, because it’s exciting but it’s over too soon!’ Staff say they feel proud to work at the school and many parents express very positive opinions about the teaching and about their children’s progress. Pupils at Lady Bay Primary School typically make good progress and achieve standards in English and mathematics which are consistently higher than national averages; often significantly so. As one of the areas of focus for this inspection, we agreed to examine the quality of teaching and pupils’ achievements across the whole curriculum, in subjects other than English and mathematics. The school’s work to redesign and customise the curriculum, ably led by the deputy headteacher, is impressive. The positive impact of this work is clear to see in pupils’ books, in the high-quality displays around the entire school and in pupils’ obvious enthusiasm for the interesting activities provided for them. In their well-presented ‘learning challenge journals’, pupils frequently apply skills gained in English and mathematics lessons across a range of other subjects. In particular, the teaching of art is exceptionally strong and pupils of all ages produce creative pieces of work that are a delight to view. Corridors and halls resemble galleries, showcasing pupils’ work inspired by numerous artists, such as Gustav Klimt, Wayne Thiebaud and Clarice Cliff. Pupils have produced work in various media, such as paintings, pastels, felt-making, tie-dying, batik, printing and illuminated manuscripts, to an impressively high standard. Other displays reflect topic work across the curriculum, including work inspired by visits and visitors. For example, the school library is decorated with a lively display of work inspired by a visit from the illustrator of the popular children’s book ‘The Lighthouse Keeper’s Lunch’. Another striking feature of the curriculum at Lady Bay is the annual ‘museum’ activity, where the Year 6 pupils create an interactive museum experience for parents and younger pupils, linked to their topic work. Pupils of all ages were keen to talk to me about their creative work, for which they feel a great deal of pride. The proportion of disadvantaged pupils at this school is relatively small. However, you spend the additional funding wisely to provide one-to-one teaching for disadvantaged pupils of all abilities. Your work in relation to the ‘aspiration workshops’ and visits to Nottingham University for older pupils is worthy of mention. There is a clear culture of high expectation for all pupils, regardless of their circumstances. There is strong leadership in this aspect of the school’s work and, as a result, disadvantaged pupils make good progress. Although the school’s overall historical data is strong, you have rightly identified the progress of boys as an area of focus, especially those with low prior attainment in English. The positive impact of this work can be seen in many of the pupils’ books, but there is still work to be done to help small groups of less-able boys, in the early years and in key stage 1, to catch up quickly. Your monitoring records show that the vast majority of teaching is securely good and the inspection findings agree with this evaluation. You have recognised the aspects of teaching that need to be improved and are addressing these systematically. In a few instances, where teaching is weaker, the work in pupils’ books is less-well presented. This can be seen most markedly in the work of a small number of less-able boys.