The leadership team has maintained the good quality of education in the school since the last inspection. You and your staff continue to provide an inclusive learning community where pupils and their families feel highly valued. Everyone shows a dedication to your vision of ‘inspiring the minds and building the futures’ of your pupils. Leaders and teachers have high expectations of pupils’ academic achievement alongside their personal development. Parental views are summed up in their comments acknowledging how you and your team ‘have not just turned the school around but made it a respected school in the community’ which was clear for me to see. Of those who responded to Parent View, Ofsted’s online questionnaire, the vast majority would recommend this school. You, your senior leaders, governors and the trust have an accurate and reflective view of the school’s strengths and priorities. Together, and with the support of the trust, you are determined to improve the school further. You have high expectations of what you can achieve while being mindful of and realistic about staff workloads. Staff are very appreciative of the training and support networks that the trust provides. As a result, staff morale is high. At the previous inspection in 2015, inspectors asked the leadership team, including governors, to raise achievement in English by making it clear how pupils can improve their writing. Leaders have provided training for staff in a whole-school approach to teaching writing. Teachers and teaching assistants use the phonics sessions well to develop pupils’ initial writing skills. As they move through key stage 1 and key stage 2, teachers help pupils to structure and plan their writing for a range of audiences. Teachers arrange trips and visits beyond school and this inspires pupils to write. Pupils learn to develop their skills in editing and improving their own work. As a result, the progress and standards reached in writing are continuing to improve as pupils move through the school. You were also asked to raise achievement in mathematics. From talking to the leader of mathematics and scrutinising pupils’ books, it is clear that a whole-school approach to mathematics has been adopted. From our joint observations of teaching and learning, it was evident that teachers have high expectations of what pupils can achieve. Teachers plan activities so that groups and individuals are appropriately challenged and no time is wasted. Teachers provide ample opportunities for real-life problem-solving which brings learning to life for pupils. Pupils are very proud of their school and they take pride in their work, too. They know what they need to do to improve their work and are keen to do well. The respect that pupils have for each other, and the positive relationships fostered within the school, contribute to the good progress that pupils make in a range of subjects. Your work on raising pupils’ awareness of the nine protected characteristics is of a high calibre. Parents told me how much they appreciate the sensitive ways in which pupils of all ages learn about personal choices that people make in society. As a result, pupils are well prepared for the diverse communities in which they live. They are well prepared for the next stage in their education, both academically and in their personal development and resilience. Safeguarding is effective. The designated safeguarding leader, together with you and the other deputy safeguarding leaders, ensure that all safeguarding arrangements meet requirements. You make sure that staff fully understand their duty and follow systems and procedures for logging concerns. You ensure that all necessary checks are made on the suitability of staff to work with children. When I arrived at the start of the inspection the effectiveness of procedures to check on those visiting school was evident. You make sure that the promotion of safeguarding throughout the school has a high profile. This was evident from talking to lunchtime supervisors, kitchen staff and the premises manager. You provide staff with regular training that is up to date, so that they, and members of the governing body, understand the current guidance. You are prompt in making referrals to the local authority. You work well with a range of external agencies to secure expertise to support pupils’ welfare, as and when necessary. You and your staff provide exceptional care and support for pupils and their families.