The leadership team has maintained the good quality of education in the school since the last inspection. You have continued to improve the quality of teaching and learning. You are ably supported by your deputy and assistant headteachers. Governors provide strong support for the school. They have detailed knowledge about what the school does well and what it needs to do to improve further. However, there are occasions when they have not acted with sufficient urgency to ensure that necessary actions have been taken, for example updating the school’s website to meet legal requirements. The school has expertise in dyslexia and this is used to screen all pupils in Year 2. This means that dyslexic pupils are quickly given the extra help they need. They benefit from excellent opportunities to express their ideas in different ways, including the school’s innovative online radio station. The school’s dyslexia unit trains teachers and other staff from across London. Children thrive in the early years. Nursery and Reception children have settled in quickly and happily. Over the last three years, the large majority have achieved a good level of development in Reception. They are well prepared for key stage 1. Also, for the last three years, pupils have made excellent progress in reading, writing and mathematics by the end of key stage 2. Pupils’ progress in reading and mathematics was well above the national average for the last two years. However, pupils’ progress has been weaker in key stage 1. Last year, leaders were too slow to intervene in key stage 1 when it was apparent that pupils’ progress was slowing. The school is a happy, safe and inclusive place. One parent whose child has recently joined the school said, ‘The change in my child has been amazing.’ Pupils develop positive attitudes to their learning. Their behaviour is good around the school and in lessons. The previous inspection report identified the need to develop the roles of middle leaders. You have introduced plans to restructure the staff team and to provide more training and support to middle leaders. However, it is too early to judge the impact of these actions. The report also asked you to improve communications with parents and carers. You have responded successfully. The large majority now say that they are well informed about their children’s progress. One parent commented: ‘I have always found the staff to be very approachable; they are good at listening to any concerns I have and responding well to them.’ The previous report asked you to improve pupils’ attainment in key stage 1. Given continuing weaknesses in this key stage, it was identified as one of my key lines of enquiry for this inspection. Safeguarding is effective. The leadership team has ensured that safeguarding arrangements are fit for purpose, secure and compliant with statutory guidance. You check and accurately record the suitability of staff to work with children. Staff know how to report a concern about a child’s safety or welfare. As some members of staff cannot attend regular safeguarding training, you have arranged additional sessions for them. Leaders work effectively with local services, for example family support officers. Pupils receive rapid support if a problem emerges that their families cannot deal with on their own. As a result, vulnerable pupils are particularly well cared for. When necessary, you make referrals to external agencies and then check that your concerns are being acted on promptly. The school premises are safe. Staff diligently supervise the different gates and entrance areas at the start and end of the day. The pupils I spoke to said that they felt safe in school, and their parents agreed. Inspection findings At the start of the inspection, we agreed two lines of enquiry. The first of these was to look at the school’s actions to improve pupils’ progress in key stage 1, which has continued to be weaker than that in the early years and key stage 2. A more rigorous approach to teaching phonics is already having a positive impact. Pupils in Year 1 were observed in an enjoyable and challenging phonics session. The teacher was careful to check each child’s understanding and provide extra help when needed. Pupils who could blend sounds quickly were challenged with more difficult words. For example, after correctly writing ‘cow’ and ‘owl’, many of them were able to write ‘powder’. This session met pupils’ individual needs so that they could move on quickly in their learning.