The leadership team has maintained the good quality of education in the school since the last inspection. Despite only taking up your post in September 2018, you and other leaders have worked with great determination and effort to build upon and develop key areas of the school. This has ensured that the quality of education remains consistently good. Your drive for improvement, focus and support from other leaders has in particular led to greater consistency in teaching. Because of this, outcomes for pupils are improving. You have very high expectations of yourself, your staff and your school. Parents and carers recognise the effort you make to celebrate the unique qualities of every pupil. You have a very clear understanding of the school’s strengths and have successfully tackled the areas identified at the previous inspection as needing improvement. For example, you have strengthened the quality of teaching by ensuring that all teachers make the best use of time and have the highest expectations of what pupils can achieve. Pupils have a clear understanding of what is expected from them and are extremely motivated by the curriculum. You and other leaders have also ensured that actions for school improvement have been monitored in a more robust and timely manner. This has resulted in improved outcomes for pupils and teaching that is consistently good. You benefit from working with a group of local schools and skilfully guide and support your leaders. They make good use of the time you give them to monitor and evaluate the impact of their actions. This improves the quality of teaching and the standard of written work in pupils’ books. Staff share your vision and are passionate about the quality of care and education that pupils receive. Your actions have built upon the good work completed by other leaders at the school prior to your arrival. Pupils made better progress in 2018 in reading, writing and mathematics because of this. Current pupils’ work also shows that these improvements are being sustained. The school is a vibrant and happy place to be. Staff and pupils are very welcoming and clearly proud of their school. Pupils of all ages, especially those with special educational needs and/or disabilities, show extremely high levels of enthusiasm and engagement. Pupils also confidently apply their knowledge, understanding and skills across a range of subjects. This has a positive impact on the progress that they make, particularly in writing. Every parent who responded to the online questionnaire, Parent View, would recommend the school. One parent shared the views of many by stating that the school you lead is like a second family for their children where they feel welcomed and loved. At the beginning of the inspection, we agreed on the key lines of enquiry to be considered during the day. These key lines of enquiry are considered below under ‘Safeguarding’ and ‘Inspection findings’. Safeguarding is effective. You have developed a strong culture of safeguarding in the school. The leadership team has ensured that all safeguarding arrangements are fit for purpose. Staff have a clear understanding of safeguarding procedures and use them appropriately. Governors make regular checks of the school site and ensure that procedures are in line with current legislation. Staff training for safeguarding and child protection is also up to date, enabling staff and governors to discharge their duties fully. Senior leaders make effective use of the school’s electronic recording system and this ensures that records are well kept. Leaders show tenacity when working with external agencies to assure themselves that everything is done to minimise risks to pupils. This is particularly the case with regard to any child who is at risk of missing education. Pupils say that they feel safe in school and every parent who responded to the online questionnaire, Parent View, agreed. Pupils value the opportunities that they have to work with staff who support their social and emotional needs. A particular strength of the school is the promotion of respect and tolerance across a wide range of cultures. This leads to strong relationships between pupils and staff. Inspection findings Initially, we considered how leaders are ensuring that pupils of middle ability, particularly girls, are challenged in writing. In 2018, outcomes in writing improved from the previous year. While girls’ attainment in writing was high, the progress that they made by the end of key stage 2 was below that of boys.