The leadership team has maintained the good quality of education in the school since the previous inspection. In fact, many aspects of the school’s work have strengthened, notably the provision and progress in early years and key stage 1 and the rich range of activities on offer across the school, both within and outside of the classroom. Furthermore, the quality of teaching has continued to improve and the attention to pupils’ welfare and safety is commendable. The key driver behind these improvements is your confident and informed leadership that steers the school with absolute clarity of purpose. You know exactly what you want to achieve at the school and make sure all staff are given the necessary challenge and support in order to develop and thrive in their roles. Everyone knows what is expected from them and leaders at all levels are positive and motivational role models. Governors, too, play their part, with some newly recruited governors still settling into their roles. Across the whole staff, there is a ‘can do’ culture and a commitment to doing the best for the pupils at the school. You have tackled most of the areas identified for improvement by the previous inspection with success. The school’s partnership with parents has gone from strength to strength, as recognised by a recent parent partnership award. In addition, systems for tracking pupils’ progress and attendance have been refined and improved. That said, you know there is still more to be done to boost progress across key stage 2 so that standards at the end of Year 6 continue to rise. Most parents are highly supportive of the school and believe that their children’s needs are well catered for. In particular, several parents commented favourably about the quality of leadership, outdoor education, school sport and the provision for pupils with complex medical needs. Pupils get along well with one another, look smart and say they enjoy coming to Roberts Primary School. Safeguarding is effective. The school’s procedures for keeping pupils safe and for responding to concerns are excellent. Governors, leaders and staff have a very well informed awareness of their duty of care and are alert to the risks that pupils might face. Record-keeping is thorough and the school works closely with a range of different organisations in order to keep pupils safe and promote their welfare. Very effective teamwork and frequent training make sure that safety and welfare matters are attended to swiftly. Governors also support this aspect of the school’s work by making regular checks on routines to ensure that statutory duties are met. Pupils who need medicine in school have access to it when needed. The school site is well maintained and secure and playground accidents are dealt with promptly. Most of the time, pupils get on well with one another, but if disagreements or upsets occur, staff intervene quickly. Inspection findings You provide confident and capable leadership and know where the school is going. Along with other school leaders, you are committed to providing a broad and meaningful curriculum that enables pupils to feel good about themselves, lifts aspirations and instils feelings of success. There is a firm expectation that everyone will do their best and a strong team spirit that has grown out of a sense of common purpose and supportive attitudes to colleagues. Staff, pupils and parents are proud of their school and this shows in the superbly maintained premises, well-presented work and positive attitudes to school life. Good communication with parents and caring, attentive provision in the Nursery and Reception classes enable children to make the most of their early years at school. Teaching in key stage 1 builds very successfully on this positive start and, in many cases, pupils race ahead in Years 1 and 2. There are several reasons for this. First, the school’s leadership has recruited and deployed staff with great care and thought. This has brought out the best in everyone on the key stage 1 team and ensured consistent and creative practice. Second, a focus on key basic skills within an exciting and stimulating curriculum has brought evident benefits. In the Year 1 phonics screening check, for example, the proportion of pupils reaching the expected standard has risen year after year and, in 2017, was in line with the national figure. Standards in reading, writing and mathematics at the end of Year 2 have also risen over time. For the last two years running, standards in all three subjects, at expected levels and above, have been above the national average. Given that many pupils start school with levels of knowledge and skill below those typical for their age, this is a significant achievement. These standards are a credit to the effective leadership, teaching and curriculum in the early part of the school.