The leadership team has maintained the good quality of education in the school since the last inspection. The visionary, innovative and resolute leadership that you, your senior leaders and governors provide ensures that the school continues to improve. You and your staff at all levels share a passion that successfully provides a curriculum that excites, stimulates, engages and develops pupils’ life experiences. You are driven by a belief that everyone should be included and all pupils should thrive and develop across a range of activities and opportunities. You have successfully created a place where everyday experiences are vibrant and pupils are happy. In addition, many pupils who need to catch up do so, and those that are vulnerable begin to thrive. Your effective leadership has also ensured all the aspects identified in the previous inspection have been addressed; teaching and learning in mathematics has improved and playtimes are stimulating and engaging. Pupils feel safe in school. They confirm that pupils rarely, if ever, disrupt learning. Pupils have a good understanding of bullying in its many forms, including internetbased and racist bullying. In your school, pupils are polite, courteous and behave well. They have good attitudes to learning. They strive to improve their work, take pride in their successes and are very well prepared for their next steps in education. Pupils are clear about what they need to do in lessons, work with purpose and have positive attitudes to their learning. They take care in their work; their writing is neat and mathematics work is laid out with accuracy. Pupils, including disadvantaged pupils and those who have special educational needs (SEN) and/or disabilities, are given access to all the opportunities you provide and begin to catch up quickly in reading, writing and mathematics. Opportunities to deepen pupils’ understanding and thinking are sometimes hindered by limitations in pupils’ ability to recall key facts, particularly in subjects other than mathematics and English. Parents and carers that I spoke with, and others who made their views known, were enthusiastic and passionate in their advocacy of the school and how it supports their children’s learning. They feel well engaged and informed about the progress their children are making and thrilled by the variety of activities their children participate in. Parents of children who have SEN and/or disabilities are highly complimentary of the work of you and your team in supporting them. Parents raised no concerns about behaviour and bullying and say their children are happy, safe and thoroughly enjoy school. You and your governors have a clear strategic overview of what is working well in the school and what needs to improve further. Your self-evaluation is accurate and based on a realistic view of the challenges facing the school. Your vision and ambition for the pupils in the school drive your improvement priorities and ensure that many of the strengths evident in the school are not lost in the process. You have built on these strengths and have enhanced the culture of reflecting on your practices. As a result, exemplary practice is evident, such as within the curriculum, in approaches to homework and in playtime provision. Some teaching is also outstanding. You know that strengthening the quality of teaching even further, so that teaching is more consistently outstanding, is an important next step. Safeguarding is effective. The arrangements for safeguarding are effective. You, ably supported by your assistant headteacher and the governor who holds responsibility for safeguarding, ensure that a culture of safeguarding is established and helps keep children safe. Your systems, training, checks and updates make sure all staff have a detailed understanding of how children must be kept safe and ensure that risks are identified. You and your leaders, including governors, have processes in place to check the suitability and appointment of staff and keep this information regularly updated. Staff and pupils have strong and supportive relationships, which ensure that pupils can share their worries and concerns with confidence. In addition, the curriculum, including ‘diversity week’ and the focus on mental health and well-being, helps pupils know how to keep themselves and others safe in a range of situations, including when online. Planned themes, lessons and assemblies inform the personal, social and health education programme and have an emphasis on ensuring that pupils are developing an understanding of positive relationships.