The leadership team has maintained the good quality of education in the school since the last inspection. Under your determined leadership, Parklands has gone from strength to strength. You and your team have successfully created an inclusive school that celebrates learning and progress for all. Your staff are proud to be part of Parklands. They share your high expectations and work hard to achieve your vision to provide the best possible for your pupils and their families. Pupils are overwhelmingly positive about the work of the school. The pupils I spoke to told me that they ‘love’ school because of the fun learning and ‘great teachers’. They described a community where everyone knows each other and works well together to support each other’s learning. Pupils were, rightly, proud of the work of the special support centre (SSC) and the way that the pupils attending these classes are fully integrated into the wider activities of the school. The school is a vibrant, happy place. Pupils behave very well and are keen to share their achievements, for example, their writing, trumpet-playing and charity work. The relationships in the classrooms are positive and help to create the nurturing and purposeful atmosphere. Parents and carers are also very happy with the school’s work, with many commenting extremely positively on the contribution that the school makes to the local community and the way that every individual is valued. They are also pleased with the way you have ensured that the nurturing culture of the school has been maintained even though the school has grown in size. One parent commented: ‘The school has grown recently but managed to pull off the rare trick of maintaining the feel and atmosphere of a smaller school for both the parents and pupils … it’s not through luck. It’s pure hard work from all.’ You have maintained and developed the strengths of the school that were identified in the previous inspection report and achieved the recommendations for improvement. The most able pupils throughout the school are challenged well and are making rapid progress. Teachers have high expectations, and the new strategies to improve pupils’ writing support many pupils to make good progress with their writing. The plans to refine this work are well considered and based on close analysis of pupils’ progress. You are clear that the improvements seen in writing need to be sustained and developed further so that rapid progress is secured across the school, especially for boys. Governors are dedicated and proud of all that the school has achieved. They have worked hard to develop their understanding and skills. They look at school information and financial decisions closely. They have held leaders to account for pupil premium and sports funding well and are making sure that this money is making a positive difference for pupils. They are aware that they need to be timelier when updating documentation. Safeguarding is effective. School leaders have ensured that safeguarding arrangements are fit for purpose and that records are accurate. There is a clear culture of safeguarding. Staff are trained well and use the school systems effectively so that all small worries about pupils are captured. Leaders use this information well to secure a clear picture about pupils and make good use of external agencies when appropriate. The governor responsible for safeguarding meets with the designated safeguarding lead regularly to ensure that processes are being followed properly. However, he is aware that it would also be useful to check the single central record as part of this work. Pupils have a good understanding of how to keep themselves safe, including when online. School leaders have worked well with parents in order to help them understand potential risks related to social media and online gaming. Leaders’ plans to continue this important work are secure. Inspection findings During this inspection, I considered how well leaders were supporting pupils to improve their behaviour. This line of enquiry arose from historical information indicating that more fixed-term exclusions had been issued than was typical for primary schools nationally from 2013 to 2016. I found that leaders had addressed this issue extremely successfully. Fixed-term exclusions have not been required or used this academic year. I saw exemplary behaviour throughout the school.