The leadership team has maintained the good quality of education in the school since the last inspection. Your aim that children will have ‘high aspirations and a sense of moral responsibility’ is reflected in the work of staff and pupils. You and the leadership team, including governors, have identified the school’s key priorities and put appropriate plans in place to address them. Your leadership is strong; you provide a clear vision and set high expectations for all to achieve. Since September, you have introduced a new curriculum and a new approach to checking how well pupils are doing while also overseeing the building of a new school. Since the previous inspection, you and the governors have restructured the leadership team and managed significant staffing changes. These changes have resulted in improvements in the quality of teaching and learning, and outcomes for pupils, over the last three years. Parents are overwhelmingly supportive of the school. You and the deputy headteacher are at the school gate every morning to welcome pupils. Pupils and parents like this. Some parents I spoke to said that this helped to nip in the bud any problems that otherwise might have taken up more time. Your presence has also helped you to promote the importance of good attendance for all pupils. The great majority of parents who responded to Ofsted’s online questionnaire, Parent View, are very positive about the work of the school. Two comments sum up the views of many who responded: ‘A lovely, nurturing school. Friendly and approachable staff. Knowing my child feels very happy and safe here means I am happy’, and ‘My child is making good progress and is well cared for.’ Pupils are respectful and polite to each other and to visitors. They have many opportunities to take on roles of responsibility. As a result, many pupils speak articulately and behave with a maturity that is beyond their years. They are confident and ready to move on to the next stage of their education. One pupil said: ‘This is a unique school. I am proud I come to this school every day.’ Pupils respect and are knowledgeable about the diverse cultures and faiths present in the school. Displays celebrate the rich cultural experiences pupils have, such as residential trips and the ‘marathon missions’ to increase their fitness levels. The corridors are vividly decorated and bring learning to life. In one area, pupils are encouraged to act as explorers to complete missions and find out information about different subjects. In another area, displays remind pupils of their rights and responsibilities to become good citizens. Your ambition and vision for the school are shared by all staff. Leaders and staff work as one to drive improvements with a strong sense of teamwork. Staff feel motivated and respected. They spoke positively about the support you give them and how your leadership has helped to move the school forward. The middle leaders who have responsibility for improving the quality of leadership in subjects such as science and English have begun to share good practice more widely. This is to develop the effectiveness of those who have responsibility for coordinating teaching in different subjects in other schools. You have ensured that the school’s strengths have been built upon since the previous inspection. At that time, inspectors asked you to improve further the quality of teaching in the lower years of the school and provide greater challenge for the most able pupils. You have achieved this by giving staff the opportunity to share strong practice. Teachers now work together and this collaboration is helping to increase the level of challenge in learning. Teachers regularly adapt activities for pupils to make them appropriately thought-provoking for higher-attaining pupils. This is evident in mathematics in Year 2, where teachers challenge pupils to use reasoning and problem-solving to explain their calculations and work with more challenging numbers. As a result, the most able pupils make stronger progress in their learning. Over time, the proportion of pupils achieving the higher standards at the end of key stage 1 has increased. Safeguarding is effective. Leaders and governors have a clear understanding of the challenges to safety and well-being that some local pupils and families experience. Leaders and staff are vigilant to signs of pupils being unhappy or at risk. You ensure that the curriculum gives pupils many opportunities to learn about keeping themselves safe and being respected. Staff display clear messages about safeguarding in pupil-friendly ways throughout the school. Pupils feel safe at school. They say that on the rare occasions when they feel their classmates are being unkind to them, this gets resolved quickly. Parents also feel their children are safe in school.