The leadership team has maintained the good quality of education in the school since the last inspection. You and your staff make sure that the school’s Christian values and ethos are reflected in all aspects of school life. The vast majority of parents who responded to the Ofsted survey, Parent View, particularly praised the school’s community feel and noted how happy their children are to attend. Comments such as, ‘The school has a real family and nurturing feel to it,’ and, ‘My daughter loves attending St. Helens. She feels safe, loved and part of a community,’ are typical of the views expressed by parents during the inspection. You and the deputy headteacher know the school well. You have taken effective action to improve the quality of teaching, learning and assessment across the school. Since the last inspection, there have been several changes in staff and the school has experienced some challenges in recruiting teachers. Leaders and governors have shown great resilience in tackling these difficulties. The staff team is now stable and morale is high. Teaching is exciting and engaging. Pupils’ work shows a depth of understanding and demonstrates they are developing their skills across the curriculum. Pupils are very proud of their school, and their attitudes towards learning are positive. Pupils persevere with tasks and show resilience when faced with more challenging work. They are polite and courteous and work well with one another, sharing resources and listening to each other’s ideas. This was evident during the inspection, as the day was a whole-school ‘outdoor learning’ event. Pupils of all ages, including early years, worked together to learn about their outdoor environment. They confidently shared their learning with others, and older pupils supported younger pupils in the development of their understanding. The task of composing letters to wildlife organisations, asking for help to develop the school’s pond, gave real purpose to pupils’ writing. The consistent approach and high expectations of teachers mean that behaviour is managed well. Pupils are diligent, and their skills and knowledge are built up carefully. Pupils’ behaviour, observed during the inspection, was good, both in and outside the classrooms. Pupils enjoy school and overall attendance is in line with the national average. Pupils say that they appreciate the extra-curricular opportunities available both during and after school. They told me that staff are friendly and caring, and help them with their learning. Pupils’ well-being has a high priority and pupils are provided with many ways to share any concerns or worries they may have with an adult. One pupil told me: ‘There is always an adult who will listen to your worries and who will spend time with you.’ The school uses many approaches to help pupils deal with their anxieties, including play therapy and a therapy dog, who is brought into school. Improvement actions have addressed the areas for development identified in the last inspection. Firstly, appropriate actions have been taken to improve pupils’ progress by the end of key stage 2, particularly in mathematics. In 2018, pupils’ progress from the end of Year 2 to the end of Year 6 in reading, writing and mathematics had strengthened and was in line with the national average. Leaders have developed a bespoke approach to the teaching of mathematics, designed to address gaps identified in pupils’ understanding. However, this approach has not yet been fully implemented in all classes across key stage 2. Next, leaders have worked with the local authority to train subject leaders, developing their skills to ensure effective monitoring is taking place across the curriculum. At present, you and the deputy headteacher are leading English and mathematics as a result of the staff changes since the last inspection. However, plans are now in place to distribute the leadership of these core subjects, and to support new and existing middle leaders to develop their leadership skills further. Finally, although you have raised teachers’ expectations of the most able pupils, the progress and attainment of this group, including the most able disadvantaged, remains below national figures. This continues to be a priority for improvement. Following a period of turbulence, the governing body has strengthened its knowledge of the school and now holds leaders robustly to account for the school’s performance. Governors gather a breadth of information through their visits, reading leaders’ reports and analysing performance information. They offer leaders appropriate support but also challenge by asking probing questions about aspects of the school’s work. As a result, governors have an accurate view of the school’s strengths and areas for continued improvement. Governors are passionate about ensuring that all pupils receive high-quality education.