The leadership team has maintained the good quality of education in the school since the last inspection. You became headteacher shortly after the last inspection and, together with your staff, you show a determination to ensure that every pupil gets the best possible start to their school life. You have high expectations for what all staff and pupils can achieve. You aspire to provide pupils with a wide range of experiences and opportunities throughout their time at Limbrick Wood Primary. Pupils make at least good progress across the school and the proportion of pupils reaching the expected standards in reading, writing and mathematics at the end of key stages 1 and 2 is above the national average. Outcomes for the many vulnerable pupils in your care, such as those eligible for pupil premium or who have special educational needs (SEN) and/or disabilities, are also strong. All staff who responded to Ofsted’s online questionnaire are proud to work in the school and believe that the school has improved a lot since the last inspection. They agree that the school is well led and managed and leaders support staff effectively to ensure that all pupils are challenged to make good progress. Pupils behave well and they are good ambassadors for the school. They enjoy learning, and the regular curriculum theme days provide them with particularly memorable learning experiences. For example, during the inspection, Year 4 pupils were actively engaged in learning all about different European countries through online research, reviewing interesting facts and experiencing typical food. Pupils also spoke very enthusiastically about the trips and visitors that help to bring the curriculum to life. The school currently provides few opportunities for pupils to take on class or school-wide responsibilities, and more could be done to encourage pupils to be active citizens in school and in wider society. The majority of parents and carers spoken to, or who responded to Ofsted’s questionnaire, are positive about the work of the school. They commented on the good progress their children make and the high level of support that staff provide. However, views are polarised, and a significant minority of parents expressed concerns that the school does not listen well enough to parents’ views and does not deal with bullying effectively. During the inspection, I did not find evidence that pupils are unhappy, and pupils spoken to are confident that any problems in relation to poor behaviour would be dealt with rapidly. The school’s behaviour policy is clear and understood by staff and pupils. Pupils said that the rewards for good behaviour motivate them to behave well. Records show that senior leaders tackle behaviour issues consistently. Leaders and governors are aware of the need to take further steps to engage parents more in their children’s education. You have successfully addressed the areas for improvement identified at the previous inspection. Teachers adapt the curriculum to ensure that lessons are well planned and closely matched to meet most pupils’ needs. You regularly monitor the quality of teaching across the school and provide training for all staff to help ensure that teaching is of a consistently high quality. Across the school, pupils develop good subject knowledge and skills but they currently have limited opportunities to work independently and complete tasks without adult direction. This is especially true for the most able pupils. Having been in line with the national average for two years, attendance fell below this in 2016─ 17. You are aware that further action is required to address this. Safeguarding is effective. There is an effective culture of safeguarding in the school. You do all that you can to ensure that the school is a safe environment for pupils. All staff have regular and appropriate training to help them understand their responsibilities in keeping pupils safe from harm. Pupils are well cared for at all times. Safeguarding arrangements are fit for purpose and records are stored securely. You regularly work with external agencies and you are persistent when there are concerns about a pupil’s welfare. Governors understand their role in overseeing and monitoring the effectiveness of school safeguarding procedures. Pupils spoken to said that they feel safe in school and that they are taught to stay safe, for example, in relation to ‘stranger danger’ or when online. They know that they can raise a concern by speaking to an adult or by writing it down and putting it in the ‘worry box’.