The leadership team has maintained the good quality of education in the school since the previous inspection. Much has changed since you took up your appointment only a year ago in September 2015. You have galvanised the whole school community to improve the good practice already established at the school. Parents, pupils and staff say that the best characteristics of this school are exemplified in the ‘Russell Way’ and the ‘not-a-second-wasted’ approach through which everyone is valued and stimulated to make the school even better. Parents are overwhelmingly complimentary about your energetic, knowledgeable and dedicated leadership. In your first year as headteacher, you quickly gained the trust of staff, identified where further improvement was required and set high expectations for the future of the school through your ‘six-steps-to-outstanding-learning’ strategy. You managed the expansion of the school very well and did not take your eyes off the ball during last year’s extensive building project. The way you work with your deputy headteacher is effective and your respective duties are clear. This is not yet the case for phase and subject leaders. Most of them are new to their roles. They lack the confidence and skills to evaluate accurately the quality of teaching and learning in their areas of responsibility. The school is extremely welcoming. Staff greet pupils and parents warmly on arrival. Parents are welcomed to walk right into the classroom to speak to their teachers and there is a well-managed buzz of excitement at the start of the day. You communicate your high expectations for conduct around the school and in lessons very effectively. Pupils say that they love their school because: teachers are good and fun they get support if they need it teachers encourage them to do high-level work and they learn a lot everyone gets along and any bullying is dealt with very quickly. This inspection confirms the views of pupils. Their behaviour and attitudes to learning are very good. Consequently, they make good progress. The school provides very well for pupils’ personal development, particularly in improving their understanding of diversity and in developing their respect for the views and beliefs of others. The pupils I spoke with were exceptionally clever at explaining how special objects used by different religions, for example Judaism, symbolise respect and that they should, therefore, respect these same objects. The school’s four ‘rights’ (to be safe, happy, included and to learn) underpin pupils’ positive attitudes to learning and behaviour. The rich curriculum and the wide range of extra-curricular activities bring learning to life. I saw in the topic books that pupils did some very good work following their visit to Wimpole Farm. They used the visit well to write exciting stories. With the support of your experienced deputy headteacher you ensure that pupils who need help, particularly when they face challenges in their life, are supported promptly and sensitively. The success of this is seen in the school’s above-average attendance. You are effectively supporting a small number of families who are not yet ensuring that their children attend school regularly enough. I agree with parents who said that children who have special educational needs and/or disabilities receive excellent care and attention. This enables them to make good progress. Raising expectations of what all pupils can achieve is one of your key priorities. Your accurate tracking of pupils’ progress and robust monitoring of teaching ensure that the most able pupils are identified and challenged to achieve as much as possible. Although learning support assistants are highly dedicated and positive about their work, in some instances communication with class teachers is inconsistent and not effective enough. Improvement is required to ensure that the additional support accelerates pupils’ progress, particularly when pupils have the potential to make good progress but need more help to do so. Your work to ensure that pupils achieve well and develop positive attitudes to learning ensures that they are increasingly well prepared to move on to the next stage in their education.