The leadership team has maintained the good quality of education in the school since the last inspection. You lead the school with positivity and determination, promoting high aspirations for all. The school’s vision ‘to be the best that we can be’ permeates all aspects of school life. You have established an intensely positive atmosphere in school, where staff and governors work well together for the benefit of pupils. Staff morale is high and teamwork is strong. You involve all staff in the school self-evaluation process, so everyone is clear about what the school does well, and what needs to be improved further. Staff understand their role in the school improvement process, and you hold them to account for the work they do. You have made certain that subject leaders produce focused development plans, and you check frequently to evaluate the impact of actions taken. This has ensured that teaching has continued to improve over time. You work effectively in partnership with parents. They value your approachability and the friendly, supportive environment you have created. All of the parents who responded to the online inspection survey would recommend the school. As one parent noted, ‘St Nicholas is a well-run school, led by strong and effective professionals.’ Parents are appreciative of the work you and your staff do to recognise pupils’ individual strengths. As one parent stated, ‘The school is brilliant at encouraging children, and getting them to believe in themselves.’ Parents see your focus on valuing pupils as individuals, and promoting their personal as well as academic development, as a significant strength of the school. Parents are confident that their children are well taught, and that they achieve well as a result. Pupils enjoy their lessons and are keen to improve their work. They behave well and have a positive attitude to learning. The previous inspection challenged the school to support more-able pupils to achieve a higher standard in writing and mathematics in key stage 1. The standard of pupils’ writing has improved markedly. In 2017, the proportion of pupils achieving the higher standard in Year 2 was above the national average. The accurate assessment of pupils’ work and the improved teaching of phonics contribute well to pupils’ good progress, including for the more able. You have introduced a new approach to teaching mathematics and pupils’ progress is beginning to improve, but not enough pupils are achieving the higher standard. Phonics teaching in the early years and key stage 1 was a second area identified for improvement. Strong leadership has secured effective teaching and led to a great improvement in pupils’ progress and achievement. Typically, the proportion of pupils now meeting the expected standard in phonics in Years 1 and 2 is above the national average. Safeguarding is effective. You, your governors and all staff have created an open culture where everyone understands that pupils’ safety is their responsibility. Regular and thorough auditing procedures ensure that the school’s safeguarding arrangements are fit for purpose. Training for staff is up to date. You ensure that records are meticulously maintained. You make appropriate checks on staff to ensure that they are fit to work with children. You foster respectful, trusting relationships and encourage parents and pupils to share any concerns and act quickly to address any issues that arise. You work effectively with other professionals to ensure pupils’ safety. ‘Family support days’, which you organise, provide parents with access to specific guidance to help them to keep their children safe. Parents overwhelmingly agree that their children are safe at school. You have improved pupils’ attendance by working in close partnership with parents and pupils. Procedures for managing pupils’ behaviour, including those pupils who are the most challenging, are effective. They ensure that pupils learn in a safe and supportive environment. Pupils say they feel safe at school. They have a good understanding of how to keep themselves safe, including when using modern technology. They are confident that they could talk to an adult if they had a concern and would receive help to resolve any issues. Pupils say that the vast majority of pupils behave well, and that any ‘minor squabbles’ are sorted out quickly. Older pupils are keen to assume responsibilities. They take their role as ‘a buddy’ for younger pupils seriously. The school’s calm and respectful atmosphere promotes pupils’ emotional and social development very well.