The leadership team has maintained the good quality of education in the school since the last inspection. You, along with the staff and governing body, ensure that your school is one where every individual is expected to flourish. You work tirelessly so that each pupil is nurtured and provided with a personalised teaching and support programme that meets his or her individual needs. As a result, every pupil has the opportunity to excel and the standards that pupils achieve continue to improve year on year. Parents recognise and value the school and its role in the community. They believe you are successful in bringing to fruition the school’s mission – ‘be the best you can and be happy’. Parents describe the school as ‘a gem in the community’ where ‘children are happy and flourish’. This is because relationships are strong; everyone is valued. This reflects your philosophy that no pupil should be left behind and your mantra that pupils must be supported, guided and encouraged to ‘keep up and catch up’. Across the school, from the early years foundation stage to key stage 2, ‘the Lowca effect’ is working its magic. Your and your teachers’ passion for learning is infectious. The impact is visible in pupils’ evident love of learning. Pupils are happy in school and achieve very well by the end of key stage 2. You have ensured that the school is fully inclusive. Pupils who have special educational needs and/or disabilities are identified early, are well supported and, as a result, make secure progress. Leadership of this area is a key strength. The care that these pupils receive is fluid and responsive to their changing developmental needs. Pupils, when ready, move off support and intervention programmes because the action taken is effective. The focus on building self-esteem, emotional resilience and positivity in your pupils is exemplary because it strengthens pupils’ learning and development. Parents and pupils value this support. Indeed, this accounts for why some parents move into the community or travel a distance to access your provision. You also ensure that every pupil has a full understanding of different pupils’ needs and their unique qualities. Pupils value the work you and your staff do to teach them about tolerance, diversity and respect, for example in autism week. The spirit of the school is underpinned by your core message that pupils must value one another for their personality rather than what they look like or the things they may own. Since the last inspection, you have taken effective action to ensure that your school continues to improve. You have rightly focused on the development of pupils’ writing skills in the early years foundation stage and in key stage 1. You have done this by increasing pupils’ motivation to write and develop a love of learning. One example is where pupils now use drama, games and structured play to spark their imagination before writing about their experiences. The result is that pupils’ writing has improved significantly. You now project that every pupil will achieve the expected standard by the end of their key stage and there is strong evidence to support this. Alongside writing, mathematics was also a key area for improvement in the last inspection. The standard pupils reach in mathematics is improving rapidly, despite some pupils’ very low starting points. By the end of the early years foundation stage and key stage 1, around the same proportion as is found nationally now reach the expected standard in mathematics. You achieve this by creating exciting opportunities to interweave mathematics across the curriculum. Pupils enjoy using the outdoor classroom to solve practical mathematical problems. On ‘real maths Thursday’, pupils apply theoretical mathematics to practical situations. In art, pupils have undertaken a Picasso project and explored angles and shape. The result of your drive and determination is that practically every pupil talks about mathematics and science as being favourite subjects. It is testimony to your and your team’s commitment that, by the end of key stage 2, all pupils now reach at least the expected standard in mathematics. They catch up to other pupils nationally. Following on from these successful improvements, we agreed the next steps to improve provision further. First, we discussed how you might harness and foster pupils’ love of mathematics to enable even more pupils to achieve the highest standard by the end of key stage 2. In the lessons that we visited together, pupils’ aptitude in mathematics was clearly visible. We agreed that pupils need greater opportunity to develop their mathematical problem-solving skills. Second, we discussed the need to build on the high standard in reading by expanding pupils’ access to a wider range of reading materials. Finally, we talked about the importance of continuously improving pupils’ spelling to ensure that their writing is more accurate and mature.