The leadership team has maintained the good quality of education in the school since the previous inspection. Based on the evidence gathered during this short inspection, I am of the opinion that the school has demonstrated strong practice and marked improvement in specific areas. This may indicate that the school has improved significantly overall. Therefore, I am recommending that the school’s next inspection be a section 5 inspection. You lead a school where the Christian faith and its values are central to your ethos. The community is accepting and respecting of everyone and you learn and grow together. Likewise, you celebrate the joy of learning, which is reflected in the inclusive attitudes of staff and pupils. For example, pupils work together in mixedability groups, and leaders promote the support that all learners give their peers and the strong relationships that this fosters. Recent academic results overall show that progress in key stage 2 has been significantly above the national average. Recently, leaders identified that pupils’ progress indicated relative underperformance in writing, at greater depth, compared to other subjects. Governors provide effective challenge and support to leaders in improving outcomes for pupils in writing. Governors also challenge leaders to ensure pupils’ well-being and mental health are supported well, for example during external assessment at the end of key stage 2. Governors are well versed in school systems. Through regular visits and the scrutiny of documents and policies, governors know the school very well. They understand the assessment policy and how that is used to improve outcomes and address misconceptions for pupils. Pupils have a clear overview of their learning and the next steps in their educational journey. Pupils across key stage 2 told me that they are well prepared for the next stage of their education. They confidently told me how the school teaches them how to learn. For example, in mathematics they appreciate the opportunities in lessons to reflect on their mathematical reasoning. Leaders have ensured that the areas for improvement identified at the previous inspection have been addressed. Children in the early years are accurately monitored for their academic progress. Leaders track the progress of particular children every week and use this information to set high and appropriate targets. Teachers share children’s targets with parents and carers, and next steps are agreed. Teachers meet regularly to discuss children’s progress and implement successful interventions across the early years. In mathematics, leaders emphasise the need for articulation and reasoning. Teachers are encouraged and empowered to use their knowledge and skills to broaden classwork and to extend the curriculum beyond the classroom. Safeguarding is effective. Leaders ensure that all safeguarding arrangements are fit for purpose. Leaders know their pupils well and understand the needs of the local community. All staff are vigilant about the welfare of pupils. Staff maintain accurate records relating to the safeguarding of pupils, and leaders use these to monitor and support pupils and their families. Leaders ensure that the curriculum contains age-appropriate advice to pupils. For example, on a recent safer internet day, all pupils reflected on which member of staff they would share a concern with. In key stage 2, pupils also considered when they should ask an adult for advice and the appropriateness of sharing images when using the internet and social media. Parents also receive information on keeping their children safe when they use the latest technology. Pupils feel safe at the school. They told me that adults at the school keep them safe and help them if they have an issue. Inspection findings  At the beginning of the inspection, we agreed on two lines of enquiry. The first was based on outcomes in writing for key stage 2 pupils at greater depth. We chose this, because recent progress for this group of pupils was below leaders’ expectations and below that found in other core subjects at the school.  Teachers encourage pupils to write from an early age and the most able children write extended pieces. Pupils’ handwriting books show that pupils respond well to feedback and instructions from teachers. Pupils told me that gaining their ‘pen licence’ was a significant incentive for them to improve their handwriting.