The leadership team has maintained the good quality of education in the school since the last inspection. You and the governing body have shown resilience in coping with a number of challenging issues. You have now created a strong staff team. The team shares your passion to improve outcomes for all pupils. Together, senior and middle leaders have successfully addressed improvements in the priority areas that were identified in the previous inspection. Across school, there is a tangible sense of purpose and uncompromising ambition to see pupils flourish. Since the last inspection, you have done much to refine and improve the quality of teaching, as Ofsted asked you to do, so that all pupils make rapid and sustained progress. You have provided staff with high-quality training, which has contributed to strengthening teaching. Teaching and learning policies are firmly embedded and have a positive effect on pupils’ progress. Teachers have a good understanding of national curriculum expectations and use the national framework of objectives to plan age-appropriate learning in each subject. Teachers’ subject knowledge is of a high standard. Their questioning probes pupils’ understanding and ensures that lessons are well matched to pupils’ starting points. The development of your team has been supported by effective systems to check pupils’ progress. You and the deputy headteacher have helped all staff to develop a clear understanding of curriculum standards. Leaders check pupils’ progress at regular intervals and work with teachers to address underachievement. Staff now have a very good awareness of individual pupils’ outcomes and needs. They use this to identify additional support for pupils, which is tailored to strengthen their progress. All staff are skilful in evaluating the support they provide to pupils. They carefully consider how they can further support the learning. This work has contributed to improved outcomes for pupils. However, you recognise that the most able pupils in key stage 2 would benefit further from greater challenge in their mathematics. The proportion of children reaching a good level of development by the end of Reception has been below the national average over time. The new leader of the early years has high expectations and a clear commitment to raise standards. You both have clear plans for improvement, particularly around challenging and extending pupils in their play. Throughout the school, pupils’ behaviour and attitudes to learning are impeccable. They are proud of their school and enjoy learning. Pupils, who spoke to me, were keen to describe the wide range of opportunities they have. Pupils from key stage 2 were eager to tell me about their work on promoting good mental health. Younger pupils were keen to talk about their gardening project. They all said that they would recommend the school to a friend. Pupils treat each other, staff and visitors with respect and care. Governors are supportive and well informed. They demonstrate a comprehensive understanding of the school’s strengths and areas for improvement. Governors use their skills and expertise to challenge you, and other leaders, so that the school continues to improve. They, like you, are highly committed to provide the very best education and care for the pupils. Safeguarding is effective. Riverside Primary School is a safe, nurturing place for pupils. Safeguarding systems and policies are effective. The school site is secure and signing-in procedures are robust. The checks on adults working in school are accurate and meticulously maintained. Training for staff is appropriate and regular. Your team is highly vigilant. They quickly identify any pupils who may be experiencing problems or worries. This allows leaders to act rapidly and effectively so that pupils, and their families, get the specific care and help they need. Members of staff with a designated safeguarding role maintain detailed, precise records of their work. The safeguarding governor has a good understanding of the systems and policies in place. You prioritise pupils’ well-being and ensure that their emotional needs are catered for effectively. Pupils are knowledgeable about keeping safe online and how to stay safe outside of school. They are able to discuss issues such as road safety and ‘stranger danger’ confidently. Pupils, who spoke to me, told me that they felt safe in school and staff are always around to help them. They said that bullying does not happen and that behaviour is good. Pupils are confident that if they ever have a problem, a member of staff will quickly help them deal with it. Pupils have full trust in the staff who look after them.