The leadership team has maintained the good quality of education in the school since the previous inspection. Many things make Maple Cross a good school. The pupils I met explained with much confidence why they are so pleased about learning at this school. They like their teachers mostly because ‘they help you learn in all the subjects’, and ‘they are kind and friendly’. Some pupils have attended several primary schools and they said that this was ‘the best’. They like the fact that they are not held back if they are able in a particular subject. They are encouraged to read daily and do this well. Pupils are enthusiastic about what they are learning in class. They cited, in particular, their work on the Second World War and how they had to build some trenches to practise their art and creative skills. They said that they would like to experiment more with chemicals in science. The time allocated to the teaching of science is limited and pupils’ outcomes are not good enough. The new science leader is knowledgeable and has the capacity to develop this subject. Pupils love their music, sports and physical education. They are thrilled about the numerous trips and the many other activities the school offers, such as performing a Shakespeare play to a large audience. Parents are very happy with the way the school is led. Almost all of the 50 parents who expressed their views of the school through Parent View (Ofsted’s online questionnaire for parents) are positive about the school. A further 23 sent me additional comments. These parents are pleased about the leadership of the school and the good progress their children are making. This visit confirms that pupils make good progress at the school, although provision for design and technology, a modern foreign language and science must be reviewed. With the support of staff and that of governors, you have established a welcoming school community where everyone gets on well together. You ensure high levels of care and welfare to promote the well-being of all pupils. The youngest children quickly settle in Nursery and Reception. They know the school’s routines and learn well. As a result, they are well prepared to learn in Year 1. Pupils say that bullying is rare and not tolerated. They also say that any issues are dealt with quickly and that they would have no hesitation in telling an adult if they were worried about anything. Pupils use the school’s ‘five attributes’ (positive mental attitude, risk taking, values, communication, integrity) well to reflect on their learning and behaviour. You are providing strong leadership and a clear vision to ensure that every pupil succeeds. The best features of your leadership are: the excellent tracking of progress to support any pupil falling behind the accurate evaluation of the quality of teaching and learning the good use of educational research to train staff and develop their effectiveness the support to pupils who are encountering specific difficulties in their lives the relentless effort to communicate with all parents and explain how they can support the education of their children. With the help of your deputy headteacher, other leaders and governors, you maintain the strengths of the school and are identifying accurately where further improvement is required. You have addressed the recommendations of the previous Ofsted inspection and identified further issues when you became the school’s headteacher in September 2013. Your success is particularly noticeable in the early years provision. The outdoor and indoor areas for children in the Nursery and Reception classes and communication with families about their children’s progress are much improved. Across other classes, staff are successfully improving the quality of pupils’ writing and boys’ outcomes. Teachers understand and apply the school’s assessment and marking policy effectively. There are good examples of pupils improving their work as a result. During this inspection, parents of pupils who have special educational needs and/or disabilities were offered specific opportunities to meet a member of staff and discuss their children’s welfare and progress. Your inclusion manager and learning support assistants know pupils well. The support they provide is well targeted to meet pupils’ needs. As a result, pupils make good progress against their varied starting points.