The leadership team has maintained the good quality of education in the school since the last inspection. Leaders and governors have successfully managed a period of change in staffing at different levels. You and your leaders now form an effective team. You have a very accurate view of the school’s strengths and areas for development. Since your appointment in September 2015, you have introduced a range of new initiatives that have brought about key improvements in the school. Importantly, you have taken your staff with you. All of the staff who responded to the Ofsted survey stated that they feel motivated and respected. The school is proud of its Catholic ethos. Its mission statement, ‘Christ is at the heart of our community’, underpins all that you do. Walls are adorned with impressive works of art created by a resident artist working alongside pupils. Staff and pupils are happy. During the inspection, staff and pupils were keen to share their learning, welcoming me to their classrooms and asking questions about my work. At the last inspection, the school was asked to improve the quality of teaching in mathematics and the effectiveness of leadership. You have focused carefully on the teaching of mathematics and have provided staff with a range of training and development programmes. This training has improved how teachers use assessment information to ensure that pupils are challenged in their learning. You have also appointed a leader with key skills and experience to oversee mathematics. As a result of your focus, pupils’ progress has improved over time. Similarly, leadership at all levels has developed since the last inspection. Leaders make good use of assessment information to inform improvement plans. You carefully track the progress that pupils make over five assessment points through the year. Pupils’ progress in reading, writing and mathematics is analysed to establish any new priorities. In 2015, standards in phonics dipped and were below those found nationally. You quickly responded by providing training to staff and appointed a ‘phonics champion’ to monitor improvements and provide additional support. Consequently, results improved considerably in 2016 and are now closer to national averages. You have correctly identified a priority to maintain improvements in phonics and build on recent staff training. Though pupils leave St Anthony’s with standards above those found nationally by the end of key stage 2, outcomes have not been consistently strong in the early years foundation stage or key stage 1 in the past. A programme of support from the local authority has successfully reversed historical weaknesses in the early years. Improvements in the quality of teaching have resulted in better standards in key stage 1. However, outcomes in key stage 1 are not yet in line with national levels and there is scope to improve provision further. Safeguarding is effective. The leadership team ensures that safeguarding policies and procedures are of a high quality and serve to keep children safe. The school pays particular attention to providing pupils with a programme of support through the curriculum. For example, in discussions with pupils it was clear that they had a very good understanding of how to stay safe online and who they could talk to if they have any concerns. Pupils have also received support and advice from the National Society for the Prevention of Cruelty to Children (NSPCC). Pupils are clear about how important it is to ‘speak out, stay safe’. Personal development, behaviour and welfare are a key strength of the school. Pupils’ welfare, including their regular attendance at school, is carefully monitored and any concerns are promptly addressed. Inspection findings The team of staff within the early years foundation stage are well led and use assessment information in a highly effective way. Observations of learning are placed onto spreadsheets so that staff can track the impact of teaching in the areas of learning. Staff know children very well. They use information from observations and their ongoing knowledge of children to inform planning. Children’s writing books evidence strong rates of progress from their different starting points. The proportion of children who have attained a good level of development has risen over the last three years and is now above national levels. Improvements in assessment must now be embedded further.