The leadership team has maintained the good quality of education in the school since the last inspection. Pupils, staff and parents are very happy with their school. During the inspection, all of the pupils spoken to and the vast majority of parents indicated that they would recommend their school to others. Comments such as, ‘The school is quite superb!’ and, ‘Our school is brilliant because it’s very supportive and cares!’ were typical of those received during the inspection. Pupils are extremely polite and well mannered. They are proud of their school, and relationships with each other and adults are highly positive. Pupils are attentive and focused in lessons, and learning proceeds without interruption. You and your team have taken effective action to address the areas for improvement since the last inspection. You, the staff and governors take your church foundation very seriously and this is a key feature of the school. The curriculum includes opportunities for pupils to develop their awareness of customs and cultures of other countries. These are taught through focused weeks and visits to places of worship. Pupils benefit from visiting speakers who talk about a wide range of faiths and cultures, which are closely linked to fundamental British values. The school council is also leading a project on ‘What does it mean to be a refugee?’ to develop empathy for others and understand the reasons why people become refugees. As a result, you prepare pupils well for life in modern Britain. Parents are very positive about the school. They talk about how you and your staff have worked hard to engage with them. For example, you have involved parents in their children’s learning through workshops and assemblies. Parents are highly supportive of the school’s efforts to improve pupils’ outcomes and provide pupils with additional learning experiences. You have also worked to improve the level of challenge for the most able pupils. However, while work in pupils’ books shows some evidence of challenge for these pupils, this is not yet consistent across all year groups. Consequently, some pupils do not achieve the higher standards of learning of which they are capable. You have also focused on developing the leadership skills of your subject leaders. For example, their action plans now have a sharper focus on pupils’ outcomes. However, their monitoring of the impact of their actions to raise standards is yet to be developed. You have introduced some changes to the teaching of reading across the school. However, teachers do not consistently provide pupils with reading books that are matched to their phonics skills. As a result, some pupils do not make as much progress as they should in reading. You acknowledge that further work is required to develop reading in a systematic way to improve standards further for all pupils. Additionally, while pupils correct and improve their work using accurate punctuation, they do not consistently apply their grammar and spelling skills as well as they should in their writing. Safeguarding is effective. Safeguarding processes and procedures are well embedded and fit for purpose, and as a result parents and pupils feel that the school is a safe place to be. There is a strong culture of safeguarding in school. Leaders and governors fulfil their statutory requirements when appointing new members of staff. You and your governors take every precaution to ensure that pupils are safe at school. Staff receive frequent training and updates on how to ensure that pupils are safe and stay safe. You and the designated safeguarding lead are tenacious in following up any concerns you have. You keep careful records and follow up any concerns to ensure that pupils are safe. Members of the governing body make sure that they understand their safeguarding responsibilities. Pupils say incidents of bullying are rare and staff sort these out very quickly when they occur. Parents overwhelmingly agree that their children are safe, and the school deals well with conflict or potential bullying situations should they arise.