Leaders have maintained the good quality of education in the school since the last inspection. Central to the school’s ethos is the building of positive relationships with all members of the school community. You have created a climate of tolerance and respect for all. For example, pupils have recently taken on roles as lesbian, gay, bisexual and transgender (LGBT) ambassadors, and they volunteer at a local food bank. The inclusive nature of the school is highlighted by the integration of pupils with an autistic spectrum disorder (ASD) into mainstream classes. The ASD provision is based in specialist classrooms and skilled professionals support the various needs of pupils. To meet their individual needs, pupils attend mainstream classes to support their academic and social skills, as appropriate. Strong communication is a feature of the school. Parents told me how much they value the regular information about the welfare and academic progress of their children. Parents and staff communicate electronically, and share pupils’ learning experiences. The school uses this information to build an accurate picture of each child, and plan support accordingly. The areas identified for improvement at the previous inspection have been addressed. Improvements in phonics were seen in the classroom, where pupils use their phonic skills to read unfamiliar words systematically and correctly. In a Year 5 lesson, pupils spoke accurately about ordering decimals, which is in line with national expectations. Safeguarding is effective. The leadership team has ensured that all safeguarding arrangements are fit for purpose. Leaders have created a safeguarding culture where the protection and safety of pupils is paramount. Safeguarding checks and records are accurate, and leaders, including governors, regularly audit and improve school procedures. When issues arise, leaders act quickly so that pupils are fully protected and supported. Leaders use their recruitment training to ensure that all staff are safe to work with children. All adults who have contact with pupils receive safeguarding training in line with the latest guidelines. The school communicates well with external agencies, and pursues any delay or inactivity to make sure pupils are fully supported. Risks associated with the school’s programme of educational visits are identified, and steps to reduce them are taken. Pupils educated in off-site provision are monitored daily for their attendance, and regular visits are made to the provision to ensure their safety. Pupils told me that they feel safe at school. Inspection findings At our initial meeting, we agreed on three lines of enquiry. The first was based around recent outcomes for pupils in key stage 1 because their progress was below that for pupils nationally. As part of your school’s self-evaluation, you have identified key stage 1 provision as an important area for improvement. You have initially focused on improving teaching and learning, and this is having a positive effect on progress in the classroom. A joint review of pupils’ books with middle leaders showed year-onyear progress across core subjects. Pupils have improved their handwriting skills, and many use cursive writing when producing their best work. In mathematics books, pupils’ partitioning skills are being developed, and teachers use this as a further opportunity for pupils to practise their writing. In the Reception classes, the high profile of reading and writing was evident. Pupils take the opportunity to write in books and on whiteboards. Adults support this and make careful records of pupils’ writing skills, including how well pupils hold their pens and pencils. This information is shared with parents electronically, building close relationships between school and home, and an agreed approach to developing pupils’ basic skills. The second line of enquiry considered the progress made by the growing proportion of disadvantaged pupils. Historically, the progress of these pupils was in line with their peers, but your recent checks on pupils’ progress have flagged up gaps in these pupils’ attainment. Prior to the inspection, the school website was updated with your latest analysis of pupil premium spending. You have outlined how you will spend pupil premium monies, the impact of historic spending, and how you will measure the impact of further planned interventions. Your evaluation is thorough, and ensures that only the most effective support is put in place.