The leadership team has maintained the good quality of education in the school since the last inspection. Leaders and governors share your ambition that: ‘At St. Mary’s, parents, teachers and governors work closely together to ensure that all children fulfil their potential and become valued, confident members of society who demonstrate respect for others.’ Leaders at all levels know the school well and astutely identify areas that need to improve. Governors show commitment to their role and understand the need to both support and challenge leaders. They gain first-hand experience of the school and use their findings to check that planned changes bring about the desired effects. You make leadership development a high priority. School leaders’ skills are developed well so that they are ready to take on senior leadership roles in other schools. Middle leadership is becoming increasingly effective. This is due to planned professional development and giving middle leaders opportunities to play a meaningful role in school improvement. Leaders are passionate about raising outcomes for all pupils, including those disadvantaged and with special educational needs and/or disabilities (SEND). In order to do so, they are improving the quality of teaching across all subjects. Classroom visits showed the school to be a happy place. At the time of my visit, the school had suspended its normal timetable and instead, pupils were experiencing a ‘Wellness Day’ – a series of events focused on promoting mental and physical wellbeing. Despite this, you were able to show me a great deal of pupil work across a range of subjects, which gave me strong evidence of the good or better progress the majority are making, including those from vulnerable groups. Pupils’ attitudes to school are very positive. They told me that they enjoy coming to school because teachers plan exciting things to do and make learning fun. Pupils were confident when answering my questions about what they were learning and why. They were also keen to tell me about their favourite subjects, including the exciting investigations they undertake in science. They were also positive about the wide range of clubs they can attend during and after school. At the time of the last inspection, inspectors acknowledged the many strengths of the school, including the good quality of teaching, leading to pupils achieving well. They acknowledged that pupils worked hard and that their behaviour was good. Inspectors also identified that teachers needed to encourage pupils to move on in their learning as soon as they were ready and to give them more opportunities to explore, investigate and find things out for themselves, especially in science. Leaders have improved these aspects successfully across all year groups, and directly linked to leaders’ expectations of what constitutes good-quality teaching and learning and assessment. Outcomes in reading, writing and mathematics continue to improve year on year and at the end of key stage 2 in 2018 were in line with the national averages. The majority of parents and carers are extremely supportive of the school’s work and hold you and your staff in high regard. They particularly value the supportive, family atmosphere in the school. A comment from one parent typifies the views of others: ‘The school has a lovely community atmosphere and the children are known to all staff, helping to create this environment.’ Safeguarding is effective. As the designated lead for safeguarding you have ensured that all arrangements for the safeguarding of pupils are effective. You make careful checks on the suitability of adults to work with pupils. Several members of staff and governors are trained in safer recruitment. All staff are up to date on safeguarding basic awareness training. You are proactive in your determination to make the school even more secure. For example, the recent upgrade to electric gates and external doors provides greater security for pupils to enter and leave the school safely. You and the staff ensure that pupils learn in a supportive, safe and caring environment. Pupils know how to keep safe in the building. They are aware of the potential dangers when using the internet. Knowing the school’s rules well, pupils said that if they ever viewed anything on the internet that made them feel unsafe, they would tell an adult. The majority of parents agree that their children are safe at school.