The leadership team has maintained the good quality of education in the school since the last inspection. Pupils at Queen Edith continue to develop the strong academic and social skills identified at the previous inspection. Parents are overwhelmingly positive about the high standards of teaching and learning at the school and are confident that their children are both safe and well cared for. This is evident in the many positive comments in Parent View, Ofsted’s online questionnaire. Parents wrote of the ‘fabulous school’, ‘the extremely dedicated teachers, management and staff’ and the ‘excellent pastoral support’. Leaders, including governors, are both ambitious and relentless in their drive to ensure that all pupils receive strong academic and pastoral support. This is acknowledged by parents. For example, one parent’s view that the school is ‘incredibly well managed’ was echoed by many others. Your vision for success is shared by your leadership team and staff. You have accurately identified the areas for improvement in the school’s improvement plan. Inspection evidence demonstrated that you and your staff are already working hard to embed these improvements. Governance at Queen Edith is highly effective. The governing body is led well and shares your vision for the success of the school. Through frequent visits to the school, governors have a breadth of information with which to challenge and commend your hard work. Governors are acutely aware of the school’s strengths and areas for development. They work hard to support the school in strengthening the provision for all pupils. Pupils’ behaviour is exemplary. They are kind, thoughtful and respectful of the needs of others. As a consequence, the school provides a harmonious learning environment. Pupils are enthusiastic learners and strive to rise to the expectations that staff set them. You have embedded a broad and well-balanced curriculum. Pupils develop critical skills in a range of subjects, such as science, French and physical education. You correctly judge the early years to be a strength of the school. Highly effective leadership in early years has ensured that children are well prepared for study in Year 1. The learning environment is bright and engaging. Children in both Nursery and Reception develop crucial early reading, writing and mathematics skills which enable them to access the curriculum successfully. Consequently, the proportion of children achieving a good level of development by the end of their Reception year has increased sharply and is now above the national average. You and your leaders work incisively and collaboratively to identify areas for improvement and take effective action. For example, as a result of your developments in the teaching of mathematics and reading, outcomes at key stage 2 rose sharply and were significantly above the national average. However, you are not complacent and recognise that there are still areas to work on. For example, you acknowledge that the teaching and learning of writing requires improvement. You have already established the support required to drive improvements. In addition, you know that disadvantaged pupils do not achieve as well as other pupils nationally and you have strengthened the pastoral and academic support for these pupils. Safeguarding is effective. Pupils are articulate and appreciative of the ways in which leaders and staff ensure that Queen Edith is a safe and happy school. Pupils are very aware of the perils of the internet and can articulate the ways in which to keep safe. Parents who responded to the Ofsted questionnaire were overwhelmingly confident that the school works hard to ensure their children’s emotional and physical well-being. Parents wrote of the ‘excellent pastoral support’, that children were ‘taught good standards of behaviour’ and that staff ‘know their pupils and families well’. Pupils understand what bullying is and the forms it can take. They explained that bullying was uncommon at the school but that staff resolved issues quickly when they did happen. Leaders, including governors, ensure that safeguarding arrangements are securely maintained and reviewed frequently. Staff are highly vigilant about pupils’ safety, and leaders act swiftly and decisively to protect pupils. They are tenacious in ensuring that external agencies provide effective protection when needed. Adults receive regular safeguarding training. Adults are well informed about how to make a referral if they have concerns about a child. Similarly, pupils told me that they knew where to go and who to talk to if they had a problem. They were confident that their concerns would be listened to and that effective support would be provided.