The leadership team has maintained the good quality of education in the school since the last inspection. You and your deputy head, ably supported by the senior leadership team, have a thorough and accurate understanding of the school’s effectiveness. Leaders at all levels, including governors, constantly seek ways in which the school can improve. Where weaknesses are identified, effective remedial action is quickly taken. You keep a close check on what difference actions are making to the quality of education, adapting the plan if necessary to achieve maximum impact. For example, you responded swiftly to the dip in the results of last year’s Year 1 phonics screening check. You put in place an emergency programme which ensured the pupils rapidly caught up. This was followed by a root-and-branch review of how phonics is taught in your school. You provided appropriate training for staff and redoubled your efforts to keep track of how well pupils are progressing. The result of this measured approach is that, in a short time, the quality of phonics teaching has improved and pupils are now learning their sounds well. Other leaders follow your example. The leader of the early years uses forensic analysis of assessment information to skilfully adapt provision as required in order to speed up children’s progress. Senior leaders responsible for English and mathematics are similarly well informed about the quality of teaching, learning and assessment in their subject. They are driving improvements in these subjects by providing effective advice and support for teachers. You have continued to focus on the area for improvement identified at the last inspection. The improvements have included providing more opportunities for pupils to review their own and each other’s work. Pupils now receive clear guidance on what should be included in each piece of work. From a very young age, they learn how to assess whether the requirements are met, initially in their own work then moving on to commenting on a partner’s work as they get older. Teachers now accurately assess what pupils can do and use this information to plan work at the right level for pupils’ different abilities. You have developed a dynamic and meaningful curriculum. One of the strengths of this is the wealth of visits and experience days which capture pupils’ imagination and set a context for their work. Pupils also experience a varied programme of additional enrichment activities, including outdoor activities, music, bird-watching and keeping fit. You review what is on offer annually, making changes as necessary to fit the needs of each cohort of pupils. The school’s values and ethos contribute significantly to pupils’ spiritual, moral, social and cultural development. You have increased the time devoted to helping pupils appreciate other faiths. Assemblies, visiting speakers and inter-school activities provide opportunities to mix with people from different backgrounds. You plan to include a focus on deepening pupils’ empathy with people from different cultures in your next annual review of the curriculum. The school has recently begun to work with other schools and the Birmingham Education Partnership on a peer-review and support programme. Your staff appreciate the benefits of this networking. Similarly, there is much for other schools to gain from working with St Gerard’s. Safeguarding is effective. You, staff and governors are committed to keeping pupils safe. Staff are trained to a high level in all aspects of safeguarding. Policies are implemented rigorously. You ensure that safeguarding is frequently discussed at staff and governor meetings. Concerns are identified, recorded and followed up in a timely way. Thorough checks are made when appointing new staff, governors and volunteers. All checks on visitors are suitably vigilant. Staff and governors regularly assess any risk regarding the school premises and all school activities. Action is taken swiftly wherever necessary. Pupils know the dangers of sharing personal information online and the dangers of communicating with strangers. Through assemblies, visiting speakers and the personal, social and health education programme, pupils learn how to live safe and healthy lifestyles.