The leadership team has maintained the good quality of education in the school since the last inspection. You and your team continue to demonstrate high levels of commitment to the pupils of Sandown School. You are determined that the school continues to improve, by moving forward and going from strength to strength. Your commitment to the professional development of staff is evident in the creation of the leadership passport. In addition, the school’s work with the Deal Learning Alliance has shaped a school community in which everyone is striving for the highest standards. Pupils, too, are very much a part of the team. They are involved in lesson observations and development planning. As a result, the sense of purpose and the focus on learning are palpable throughout the school. Pupils think that their school is amazing. They relish the myriad of exciting additional opportunities provided by the drama work, the green zone and wholeschool learning weeks. Pupils feel valued at school. They enjoy the relationships they have with adults, whom pupils describe as, ‘kind but strict’, telling me, ‘You can have a laugh with them.’ They know that their voice is valued and heard, both through the pupil-voice leaders, and through everyday dialogue with the many adults who care for them. Parents are supportive of the school: 96% of those who responded to the Ofsted questionnaire, Parent View, would recommend the school. Comments such as, ‘My child never moans about going to school because she loves it’, and, ‘He comes back happy’ were typical of those received. Parents value the effective communication provided by the school. For example, a parent of a child in Reception Year told me that as a result of using the assessment-sharing system, she ‘knew what her daughter had done at school before she got home’. This parent went on to say that after she had uploaded a clip of a shared reading session at home, the teacher was able to give her some useful tips. In this way, parents and staff work together to develop pupils’ learning effectively. Governance is strong. Governors, together with other senior leaders, are highly skilled and all contribute to the monitoring of the school’s effectiveness. There is a strong sense of teamwork, and a clear understanding of roles and responsibilities. Governors have a good understanding of the strengths of the school, and are aware of the next steps needed in the ongoing, shared drive for improvement. You have maintained and built upon the strengths identified at the last inspection, and have addressed the areas for improvement effectively. Pupils’ attainment in reading, writing and mathematics at the end of key stage 1 and key stage 2 is in line with or above that seen nationally. Most pupils achieve the standards expected for their age and make strong progress from their starting points. Work around the school shows that pupils write with flair and accuracy for a range of purposes. Pupils achieve particularly well in reading. You are justifiably proud of the fluency and love pupils bring to their reading. They are inspired by their teachers, peers and regular visits from authors. You have ensured that a sharp focus on phonics equips pupils with a secure grounding in skills, and the reading-rich ethos of the school then does the rest. You are not complacent, however. You aspire to even greater achievement with more pupils so that more pupils attain the higher standards across the curriculum, especially in mathematics. You rightly recognise that while pupils are competent mathematicians with proficient number skills, there is more to be done to further develop their mathematical reasoning and problem-solving skills. Safeguarding is effective. The leadership team has ensured that all safeguarding arrangements are fit for purpose. Processes and systems for recruitment are clear, follow guidelines and are appropriately documented. Governors fulfil their safeguarding responsibilities and monitor procedures effectively. All staff are vigilant in their monitoring of pupils’ well-being. You know your pupils well, so any change that might suggest a concern about a pupil’s well-being or safety is quickly noticed and explored. Good relationships and a personalised approach ensure that pupils’ needs are known, and families who require a little help, from time to time, get the necessary support. Because pupils have such a strong voice in the school, they are confident in speaking out if they have concerns or worries. They know that they will be listened to. Pupils have a good knowledge of how to keep themselves safe, including awareness of internet safety.