The leadership team has maintained the good quality of education in the school since the last inspection. Over the last year, since your appointment as headteacher, you have shaped a thoughtful and skilled senior leadership team. This team has embraced your vision for the school. This vision is rooted in a clear moral purpose. You are dedicated to ensuring that every pupil receives an education of the highest quality. You and your team are aware of the strengths and weaknesses of the school and use your analysis of a wide range of information to improve the provision and outcomes for pupils. Staff morale is high. Many staff told us how much they welcome the open conversations about teaching and its continual improvement that take place very regularly across the school. They welcome the ways that you encourage the evaluation and sharing of what works. The school’s previous inspection in April 2012 identified the need to share the good and outstanding practice that exists in the school so that teaching focused on what pupils need to succeed more precisely. You have addressed this and continue to address this very successfully. You have introduced an approach to improving the quality of teaching that is very effective. It is rooted in the sharing of good practice, in a culture of sharing and openness. Staff welcome this coaching approach because it enables them to work together in a range of ways across the school. Working together, they identify and share the approaches that work and ensure that pupils succeed. The approach is carefully and decisively linked to the assessment of teachers’ performance and the detailed plans for school improvement. Increasingly, your team of teaching assistants are also involved in this dynamic approach. However, their involvement is still at an early stage. Middle leaders play an important part in improving the quality of the provision across the school. They are enthusiastic, knowledgeable and skilled. They work with their teams to share good practice and they are both strategic in their planning and clear-sighted in their analysis of how effective their teams are. You and members of the senior leadership team support these colleagues effectively. You encourage middle leaders to work with other schools, with local colleges and with officers of the local authority. Because of this, middle leaders are increasingly confident that the judgements they make about the quality of teaching and its effect on learning are accurate. As a result, the quality of teaching is good and improving. Pupils feel safe at school. Relationships between adults and pupils and between pupils are cordial and open. This means that there is an atmosphere of mutual respect and care in the school. This has a very positive impact on learning and pupils’ progress. Pupils recognise and generally welcome the emphasis on good behaviour at the school. They are aware that good behaviour is the result of measured, consistent and carefully planned actions by you and your staff. These are rooted in a zero tolerance of unkind behaviour and a positive emphasis on mutual respect and care. This attitude was very evident in the classrooms inspectors visited. In these lessons, learning moved on swiftly because pupils, including those with special educational needs and/or disabilities (SEND), felt at ease and knew that their views and contributions would be taken seriously. Teachers encourage pupils to develop and deepen their learning, skills and understanding through deft and, often demanding, questioning. Pupils, including disadvantaged pupils, rise to this challenge. Pupils who, from time to time, find the Scalby standards of behaviour too testing are carefully supported. You have in place humane and very carefully monitored spaces for pupils who, for example, are returning to school after a fixed-term exclusion, are at risk of exclusion or are finding aspects of the school day challenging. When in this provision, they are very well supported by highly skilled staff. During the inspection I spoke with a number of these pupils and they were very complimentary about the kindness and understanding with which they were treated. They were also proud to talk of the skills they had developed. The support that the school offers to pupils with SEND is effective. It is well-led. Clear strategies to improve further the provision for this group of pupils are in place. These actions are beginning to ensure their success and independence as learners. You, your team and governors are aware that more still needs to be done to ensure that pupils with SEND make consistently strong progress as they grow in confidence and develop further their independence and resilience as learners. You have worked effectively and diligently to improve attendance at the school.