The leadership team has maintained the good quality of education in the school since the last inspection. You, senior leaders and governors have successfully managed a period of considerable change since the last inspection. For example, there have been a number of changes in teaching staff, including key leadership roles, and a rise in the proportion of pupils joining the school at different times in key stage 2. This had an impact on published data at the end of Year 6 in 2017, because some pupils had only been at the school for a short time before the national curriculum tests and a few of these pupils were new to speaking English. You have responded rapidly to these challenges. For example, you have strengthened systems to check pupils’ attainment on entry to the school and the progress they make from their starting points. In addition, you have appointed a specialist education assistant (teaching assistant) to work with pupils new to the English language. Consequently, teachers identify any barriers to learning and you make sure support is put in place to help pupils make the progress of which they are capable. Current progress information, including work in pupils’ books, indicates that most pupils are making good progress in mathematics and writing in key stage 2. The governors provide strong challenge to you and school leaders. They know the school well because of their regular visits to evaluate the impact of school improvement initiatives. This year, both you and the governors have focused mainly on checking improvements in pupils’ writing and mathematics. As a result, you have not closely checked pupils’ progress in developing phonic skills or whether other initiatives introduced since the last inspection, for example the new handwriting approach, are fully embedded in teachers’ daily practice. Although you have successfully improved the quality of teaching, the first area for improvement given at the last inspection, you have not fully addressed the second area for improvement, which concerned accelerating the progress pupils make in acquiring early literacy skills in Reception, Years 1 and 2. Parents are very pleased with the quality of education their children receive at the school. For example, one parent wrote: ‘The staff are approachable and always make the time to speak with you and listen to your questions or concerns. My children have all been extremely happy at Magdalen Gates and continue to progress well. They love coming to school every day. I would not hesitate in recommending this school. The school is very diverse and completely inclusive to children with special needs and children with English as an additional language. They are particularly supportive to young carers. I cannot praise the staff enough!’ Most of the 31 responses to Parent View, Ofsted’s online questionnaire, were positive. A few parents find your robust systems for encouraging regular attendance uncomfortable. However, the school’s systems include effective rewards for good attendance and result in attendance that is well above the national average. Pupils love coming to school. For example, pupils told me: ‘I like everything because it’s fun and I really like maths’ and ‘I like the awards we get like golden awards and chance cards. Teachers always listen to you and help you if you are stuck.’ Safeguarding is effective. All safeguarding processes and procedures are in place and meet requirements. Staff receive regular and effective training that includes discussion of recent safeguarding scenarios and how staff should respond. You have exceptionally strong systems in place to ensure that all pupils are safe, including seven designated safeguarding leads, three of whom cover the breakfast and after school clubs. You keep a very careful track of any concerns raised by pupils. The new online system ensures that concerns are carefully logged and all staff kept informed. Staff are confident in using the system. You also keep a careful record of both positive and negative behaviour incidents. Pupils say they feel very safe at school because they have each selected five adults they feel happy to talk to about any worries they may have at any time. You have recently appointed a pastoral support education assistant who is a trained counsellor. Staff and pupils speak very highly of the support she provides and the positive impact this has on their confidence and well-being.