The leadership team has maintained the good quality of education in the school since the previous inspection. Your evaluation of the school is accurate and, consequently, the plans to address any areas of weakness are well focused. Plans are reviewed frequently to make sure they result in sustained improvement. Governors, several of whom have been recently appointed, support leaders well. They are increasingly involved in checking the work of the school and creating plans for future improvements. Governors speak with pride about the school and share your enthusiasm and desire to raise standards further. Since the previous inspection, Queen’s Drive Infant School has grown from having two classes in each year group to three. Leaders and governors managed this change effectively. You did not allow the growth of the school to distract you from your day-to-day focus on developing the quality of teaching and, subsequently, ensuring that pupils achieve well. Overall outcomes at the end of key stage 1 are improving year on year, particularly in reading, writing and mathematics. Pupils are very well positioned to move on to their next phase of learning by the time they leave the school at the end of Year 2. You and other leaders ensure that the school’s inclusive values are put into practice. You rightly identify that a significant number of pupils have substantial barriers to learning, including joining the school with very little or no understanding of the English language. However, you and your staff are totally dedicated to providing what is needed for pupils to overcome any barriers and succeed. Pupils spoke of their pride in the school and how Queen’s Drive is a ‘very friendly school’. As one pupil proudly stated: ‘We are good at looking after each other. We care and share.’ The pupils’ enjoyment of school and respect for each other, alongside the high expectations of staff, lead to an atmosphere across the school which is calm and purposeful but, equally, lively and fun. The school is moving forward. The areas for improvement in the previous inspection report have been tackled effectively. Pupils are provided with opportunities to work both independently and with each other. Teachers’ clear instructions and careful questioning help pupils work through their learning tasks successfully. High-quality feedback from teachers gives pupils a greater awareness of what they need to do in order to move their learning forward. You have put in place a consistent whole-school approach for writing. Pupils are given many opportunities to practise their writing skills in a wide range of genres and across all subjects. Pupils’ workbooks from the previous academic year evidence strong rates of progress for most pupils. Pupils’ progress in writing is now as positive as it is in reading and mathematics. Although this is a clear improvement on pupils’ previous achievements, you know there is still work to do to ensure that boys do as well as girls in writing. The attendance of pupils has improved across the school. You and your leaders promote good attendance, using positive praise and reinforcement effectively. You track the reasons for absence carefully and work closely with parents to manage situations that affect attendance. As a result, you are increasingly successful in preventing the persistent absence of any pupils, and this is enhanced by the effective support provided to vulnerable families by the family liaison officer. Safeguarding is effective. There is a strong culture of keeping pupils safe. You have ensured that all safeguarding arrangements are fit for purpose and records are detailed and of high quality. You work closely with other professionals and services to ensure that children and families receive timely and effective support. Rigorous systems are in place for the recruitment and induction of new staff. The training staff receive means that they are effective in recognising and responding to signs of concern. Pupils say they feel safe and are well looked after, and parents unanimously agree. Pupils have complete faith that adults in the school will listen to them if they are worried at all. They do not feel that bullying is an issue. They are confident that staff deal with the rare issues of poor behaviour firmly and fairly. The curriculum provides countless opportunities to support children in being safe. Pupils talk confidently about how to stay safe, for example when they are online or crossing the road.