The leadership team has maintained the good quality of education in the school since the last inspection. The school thrives under your executive leadership and direction. The shared leadership and governance arrangements across the Our Lady of Furness Catholic Federation allow for the fruitful sharing of expertise and effective practice. Staff work together successfully; they share your vision and have high ambitions for the pupils. The warm ‘family feel’ of the school is prized by staff, parents and pupils. You ensure that pupils’ personal development is nurtured and maintain high expectations for their achievement. Pupils grow in confidence, achieve above-average standards and are very well prepared for the next stage of their education. Staff have dealt with the areas for improvement that were identified at the last inspection successfully. The new assessment system is used to plan teaching that meets the learning needs of pupils. It is used effectively by leaders to check that all groups of pupils, including the most able, the disadvantaged, those who need to catch up and those with special educational needs and/or disabilities, make good progress from their starting points. Teachers apply the school’s marking policy well and their feedback provides pupils with clear guidance to extend their knowledge and understanding. There are a few occasions when pupils’ self-marking needs to be checked more closely, however. Pupils of all abilities make good progress from their starting points because they are taught effectively and experience a broad and relevant curriculum. The vast majority of pupils who are currently in school are working at or above the standards expected for their age in each year group. Those who need help to catch up are supported effectively through programmes, with a focus on early help. The impact of such interventions is checked closely by the special educational needs coordinator and support is adapted appropriately. Your effective tracking system shows that pupils in these groups make progress from their starting points that compares favourably with that of other pupils nationally. Their success is due to targeted teaching that takes full account of pupils’ prior learning and reduces barriers to achievement. Since the last inspection you have ensured that the most able pupils are identified early and that, along with all other groups, their progress is checked each half term to make sure they are making the best possible progress. The most able pupils are taught effectively; teachers make sure they are challenged and provide activities that deepen pupils’ learning. Consequently, there have been increasing proportions of pupils reaching the higher standards in standardised tests. The most able pupils I spoke to were enthusiastic about their learning, saying that they ‘work hard but learning is usually lots of fun’. The Nursery, which opened in 2014, is having a positive impact, so children in the current Reception Year started with knowledge and skills at or above those that are typical for their age. The proportion of children who achieved a good level of development at the end of the early years increased significantly in 2015 to above average. Phonics teaching is well organised and highly effective. The proportion of pupils who reach expected standards in the Year 1 phonics screening is consistently above average. Pupils consequently have firm foundations on which to develop further reading and writing skills. Attainment in standardised assessments in mathematics, reading, writing and grammar, punctuation and spelling has been in line with or above the national average for several years and this trend is continuing for pupils currently in the school. In 2016, pupils did particularly well in reading and writing at the end of Year 6; the proportions reaching the expected and higher standards were well above the national average for 2016. The proportion of pupils achieving the expected standard in mathematics was above the average, although a few pupils did not do as well as expected. You have analysed the papers carefully and are ensuring that teaching for pupils currently in school addresses the areas found to be weaker, namely pupils’ ability to quickly recall and apply their knowledge of number fluently. You have excellent links with parents, established through your welcoming approach. Parents’ comments frequently refer to the excellent communication, stating, for example, that ‘staff are approachable and communicate issues or concerns and praise quickly and regularly’. The vast majority are extremely pleased with the quality of teaching, personal development and the progress of their children. Typical comments include: ‘The staff really understand the children and create a safe, happy, caring school.’ Homework is well planned and parents are provided with high-quality advice to support learning at home.