The leadership team has maintained the good quality of education in the school since the last inspection. Recommendations from the previous inspection challenged you to improve the consistency of teaching, develop the skills of leaders and challenge the most able pupils. Recently appointed leaders have rapidly stepped up to meet your high expectations. In 2016, the proportion of pupils reaching greater depths of learning in reading, writing and mathematics was above national averages in both key stage 1 and 2. This demonstrates that you have tackled issues robustly, supporting and challenging staff effectively to ensure that pupils make good or better progress from their different starting points. That non-negotiable ‘quality first teaching in every classroom’ tactic that you hold dear has paid off and continues to do so. You lead by example and your determined, systematic approach to preserving good-quality teaching and learning throughout a period of change in terms of staffing, has, as suggested above, been successful; pupils’ good outcomes in 2016 in all subjects across key stages substantiate this. You are mindful, however, that you cannot take your eye off the ball. You understand that recently appointed staff, including those leaders new to role, will continue to require your single-minded approach to improving pupil outcomes. You have correctly identified writing, particularly for boys, and the effective use of time and additional adults in the early years, as areas for further development. Writing ‘hooks’ that engender ‘excitement and passion’ are already beginning to inspire and engage pupils who were previously reluctant to write. Shakespeare-induced writing opportunities and historical recounts through drama were favourites mentioned by a group of boys. The local authority’s early years adviser, the early years governor and senior leaders are taking appropriate action to further develop and sharpen practice in the early years. The proportion of pupils reaching a good level of development has remained above the national average over time. The large majority of parents and pupils hold positive views about the work of the school. All parents agree that children are safe, happy and well looked after. Pupils like their teachers, finding them ‘gentle, kind and patient’. They thoroughly enjoy the ‘fun’ learning that takes place, daily. Attendance, as a result, is above national averages and a strength of the school. Parents spoke with particular appreciation of the distinctively spiritual, nurturing ethos of the school which is well-embedded. Parents also value the high visibility and ready availability of teachers and leaders. The large majority agree that staff respond promptly to any concerns they may have. Encapsulating the views of many some commented that: ‘this is an excellent small school with a very personal feel’; ‘there is a real sense of excitement and possibility’; ‘children feel valued and listened to’. Accolades indeed. All staff say they are proud to work at St Charles’ and feel the school has improved since the previous inspection. The majority feel very well supported by leaders and are appreciative of the regular, good-quality professional development opportunities you make available. A minority would appreciate more support with managing the school’s assessment systems and procedures as well as further detail about precisely how their practice could be improved. Staff are confident that pupils behave well and make good progress. Safeguarding is effective. Leaders and managers hold the safety and protection of pupils at the centre of their thinking and endeavours. Staff have appropriately vigilant attitudes and understand their roles and responsibilities in keeping children safe. Regular training means governors and staff are kept up to date with the most recent guidance and legislation. Checks on the suitability of adults working with pupils are thorough and leaders follow safe recruitment practices when appointing new staff. Pupils can explain how to keep themselves safe online and are highly aware of the risks of technology, valuing the internet blocks and filters that are in place for their protection. The secure entry and exit systems in operation contribute to pupils’ feelings of being safe and well looked after. The bright, attractive environment is tidy, hazard-free and well-maintained. Pupils are appreciative of the regular sessions that inform them about ways in which they can keep themselves safe: e-safety, road safety, fire hazards and safe cycling. Staff listen to pupils; as one pupil commented, ‘if you feel vulnerable you talk to a staff member you really trust and that’s it, job done, problem solved’. Bullying, pupils say, happens rarely and is managed sensitively and effectively by all adults, including well-respected ‘dinner nannies’.