The leadership team has maintained the good quality of education in the school since the last inspection. You work very effectively with your governors and the deputy headteacher to ensure that pupils receive the support they need to thrive in your caring school. Your close links with the local church and the visibility of the priest in school enable the school’s Catholic and gospel values to shine through and inform decisions that leaders make. You have worked with all staff and your school’s pupil council to create a new school motto, which is ‘believe, achieve and succeed’. This ethos was clear to see during the inspection in the way in which teachers work to enable pupils to develop their own thinking in lessons. In the previous inspection, the report highlighted the strength of pupils’ behaviour, noting that they want to learn and do well. My observations in school confirm that leaders have maintained this strength. Inspectors from the previous inspection also highlighted some areas for further development. First, that teachers carefully plan activities to match pupils’ different learning needs. Leaders have worked hard to address this issue. You have reviewed your curriculum to ensure that it considers the needs of differing groups. Additionally, teachers ensure that their planning takes account of the needs of individual pupil groups, including those with special educational needs and/or disabilities (SEND) and those who are disadvantaged. As a result, teachers provide effective challenge and support in lessons for pupils in order to help them make good progress. The previous inspectors also noted that teaching should ensure that pupils progress well. There has been success in this area. Leaders monitor closely the effectiveness of pupils’ lessons, including the work that they undertake. Leaders also work closely with teachers to discuss pupils’ outcomes. As a result, pupils make strong progress over time from starting points which are typically low. Finally, inspectors in 2014 noted that leaders and teachers do not always effectively deploy learning support assistants to enable them to support pupils in their learning. Leaders have been highly effective in dealing with this issue. Learning support assistants receive a broad range of training, which has been effective in enabling them to challenge pupils’ thinking and move their learning forward. During the inspection, learning support assistants in all classes worked in a very positive and effective manner with pupils, asking them challenging questions to check their level of understanding and move their learning forward. We discussed areas where further work is required to support school improvement. Although there are improvements in the teaching of reading in the early years and key stage 1, leaders are not currently evaluating and planning for improvements in this subject in as much detail as they are for other areas, such as writing and attendance. Additionally, the books that pupils in the early years and key stage 1 take home to practise their phonics and early reading skills do not routinely reflect the sounds and include the words that they are practising in school. Finally, leaders are making concerted efforts to improve pupils’ attendance and reduce rates of persistent absence. While there has been evidence of success in this area for some groups of pupils, persistent absence remains a thorny issue. Safeguarding is effective. The leadership team ensures that all safeguarding arrangements are fit for purpose. Your school building is secure, and members of staff check visitors’ details on entry. Leaders work effectively with external partners to ensure that the most vulnerable pupils in school remain safe and receive the appropriate care and support that they require. All pupils who spoke to me during the inspection and those who responded to Ofsted’s online pupil survey said that they felt safe in school and that there was an adult in school they could talk to if something was worrying them. Leaders are very thorough when checking that the school’s safeguarding procedures are effective. Leaders and governors undertake regular audits of their school’s systems and address action points quickly. As a result, systems to keep pupils safe are strong. Pupils receive a broad range of opportunities to develop their awareness of how to stay safe in the real world and online. For example, a national safeguarding charity led workshops for pupils throughout the school. These activities enable pupils to develop a clear understanding of ways in which to protect themselves.