The leadership team has maintained the good quality of education in the school since the last inspection. Staff and governors share your aspirations for every pupil to achieve well in a happy and caring environment, with a strong Christian ethos. You and your deputy headteacher accurately monitor the quality of teaching and the progress that pupils make. Leaders have a detailed understanding of the school’s strengths and the areas that require further enhancement. As a result of your careful support for staff, teaching is effective and standards are improving. You are appropriately focusing on giving pupils more opportunities to develop their skills across the curriculum and to improve their progress in mathematics. You lead a dedicated staff who are determined to develop their skills and improve standards even further. Teachers welcome the opportunities that you give them to work together in school and with other professionals. Your subject leader in mathematics has worked with Manchester University to gain new insight into teaching mathematics. This is filtering into action in school, and pupils’ progress is improving. In different subject areas, middle leaders meet with other schools to share good practice. Staff feel valued and supported. One teacher typified your staff’s positive attitude to the school, describing the support that staff give each other as ‘like one big family’. Governors visit the school very regularly and know the staff well. They have a wide range of skills and attend regular training. As a result of their regular monitoring, governors have a good understanding of the school’s strengths and areas for development. They keep a careful check on the actions you take to improve outcomes, including for disadvantaged pupils and in phonics. Governors ask probing questions and provide a good balance of challenge and support for leaders. Pupils are happy in lessons and are proud to be members of the school. They behave very well in lessons and are welcoming and polite to visitors. Pupils with whom I spoke described how they learn to follow the school’s motto to ‘learn to love and love to learn’. Pupils told me that they value learning about other religions, including Islam. They relish the many leadership opportunities that they are given, including in Year 6 when they care for Reception children. Other pupils undertake roles to promote online safety across the school. Parents and carers who spoke to me at the start of the school day, or responded to Parent View, Ofsted’s online questionnaire, have an overwhelmingly positive view of the school. They were very keen to describe how much they value the school’s ‘open door policy’, with staff always ready to listen to any concerns that they have. Parents value the nurturing, happy and inclusive environment that ‘dedicated staff’ provide for pupils. A typical parental comment was, ‘Children feel a strong sense of belonging and family.’ Pupils’ enjoyment of school is reflected in good attendance for many, although some disadvantaged pupils do not attend regularly. You have responded well to the areas for improvement identified at the last inspection, and the quality of teaching has been strengthened. You have taken the right steps to improve the teaching of mathematics across the school, including providing staff with training. Staff develop pupils’ confidence with number, including written and mental calculations. Teachers make sure that pupils’ understanding of place value is secure. Staff provide plenty of opportunities for pupils to develop their reasoning and problem-solving skills in mathematics. Teachers explain to pupils how to improve their skills and quickly put in place additional teaching to address any gaps in learning that pupils have. The proportion of pupils reaching expected standards and working at greater depth at the end of key stage 1 has risen sharply in 2018, to well above 2017 national averages. However, this was not the case at the end of key stage 2, and unvalidated data points to lower numbers of pupils reaching expected and higher standards. Leaders recognise that improvements to mathematics teaching need embedding across the school. Leaders have also taken effective action to improve the teaching of spelling. Through well-planned phonics teaching, staff develop pupils’ early reading and spelling skills. Across the school, pupils use their spelling skills accurately and confidently in their writing. As a result of these improvements, standards in spelling have risen. Safeguarding is effective. Leaders and governors have made sure that safeguarding arrangements are thorough, fit for purpose and of high quality. They have put in place thorough systems to carry out checks on the suitability of staff to work with pupils.