The leadership team has maintained the good quality of education in the school since the last inspection. After a time of turbulence in senior leadership, you have worked with your governing body and the local authority to develop a stable and hard-working team. When capacity was not at full strength, too many responsibilities lay on the shoulders of too few leaders. This contributed to some deterioration in pupils’ achievement and attendance in 2017. Renewed leadership capacity has enabled you to create positions of responsibility and to distribute accountability across a wider range of staff at all levels. As a result, you have improved the areas which underperformed in 2017. No one has been complacent. You and your governors have acted on recommendations made after thorough reviews commissioned by the local authority. All leaders have a good understanding of the school’s current strengths and areas for improvement, and are implementing strategies which are having a positive impact on outcomes for pupils. Your school’s aim ‘to fulfil everyone’s potential in a friendly, caring, Christian environment where all are valued’ permeates all aspects of school life. Pupils were keen to explain to me how they learn to respect everyone, including those whose culture, race, lifestyle or religion are different from their own. Displays such as ‘Female Superheroes’ from bible stories and ‘Stamp out Stereotypes’ highlight the school’s commitment to celebrating diversity. Pupils explained to me the meaning of your ever-visible mission statement, ‘Excellence, Truth, Grace’, and told me how they fill ‘Gem Jars’ when they demonstrate each of these attributes. The school’s governors bring a wide range of professional, educational and financial skills and experience to their role. They now insist on receiving detailed reports in advance of meetings so that they are in a better position to ask forthright and detailed questions about all areas of school life. As a result, they have a detailed knowledge of the school’s strengths and weaknesses. With some success, you have addressed the areas for improvement outlined in the Ofsted report of 2013. They relate to pupils’ progress, especially in reading and at the higher standard in reading, writing and mathematics; the match of work to pupils’ prior attainment and capabilities; teachers’ questioning of pupils; sharing good practice in teaching; and better teaching focus and observation in the early years. In 2017, at the end of key stage 2, progress in reading and mathematics was similar to the national average. However, progress in writing was below that of pupils across the country who achieved similar results at the end of Year 2. For current pupils in the school, this picture is improving. Pupils in Year 6 are already achieving better results in reading, writing and mathematics than the end-of-year results in 2017. Staff now place greater emphasis on using assessment information to plan work which takes into account what pupils have already achieved and what they still need to learn. My observations of teaching and scrutiny of pupils’ work showed clearly that teachers’ planning and organisation allow individuals and groups to work at an appropriate level. You deploy teaching assistants well to support pupils’ needs. During the inspection, I saw examples of teachers using questions to extend pupils’ understanding and clarify misconceptions. This was particularly evident in relation to problem-solving in mathematics. There have been many changes in the early years. The creation of a school Nursery has facilitated better transition to the Reception class. Parents and carers are now familiar with the school’s expectations, children settle in more quickly and staff already know their needs well. The new electronic recording of observations allows staff to see more easily what children have accomplished and what their next steps should be. In April 2017, you began working within the Middleton Collaborative of schools. This has widened opportunities for staff to undertake professional development and to share good practice in leadership, teaching and assessment. It has also enabled teachers to moderate their assessments to ensure accuracy.