The leadership team has maintained the good quality of education in the school since the last inspection. The school values its partnership with parents and carers, who are encouraged to play an active role in their children’s learning. One parent said: ‘The school involves parents in how they teach phonics.’ Pupils explained the importance of respect, responsibility and valuing others, which form the core of the school’s ethos. Pupils told me that they are happy to come to school and they are appreciative of the range of clubs, visits and wider opportunities planned to stimulate their interest. They spoke enthusiastically about the challenge and fun in preparing for a performance of a collection of Shakespeare’s works. Pupils are confident, polite and articulate. They enjoy playing a part in the smooth running of the school by contributing to the school’s policies on behaviour. One pupil summed up his awareness of rights and responsibilities by saying: ‘We have to make it work.’ Pupils are confident that concerns are dealt with quickly and effectively. Pupils are proud of the different roles and responsibilities they take on, such as leading fundraising activities for local and national charities and raising awareness of how to stay safe and healthy. Recently, a group of children produced and presented a video to the whole school to reinforce these messages. Evaluating the impact of such experiences, one pupil said: ‘We will continue with this in later life.’ Pupils are motivated learners. Classrooms, corridors and outside spaces are stimulating and highly engaging places to learn. Teachers provide displays which support pupils’ learning effectively. Pupils’ work is proudly displayed in classrooms and around the school. The governing body provides effective support for the school. Governors have a range of relevant skills and experience to support the work of the school. For example, governors monitored the impact of a recent initiative to improve pupils’ attendance. The governing body has an action plan in place which links to the school’s development plan. This enables governors to focus their visits on the school’s work to address their improvement priorities. Governors have ensured that, as a body, they are well trained and receive professional development in their role. They have a thorough understanding of their roles and responsibilities. You have addressed the key priorities that were identified as needing improvement at the last inspection. You have ensured that staff have higher expectations of what pupils can achieve in lessons and over time. Senior leaders and middle leaders collect information to check the progress of pupils through regular meetings. Leaders check pupils’ learning so they can improve the quality of teaching. Your staff have worked effectively on developing the learning culture, ensuring that pupils have a ‘can-do’ attitude to learning. Where pupils need to catch up, you provide additional support swiftly. In order to ensure further improvements for the pupils, you have successfully introduced a reading scheme to develop pupils’ skills in deeper analysis of texts. You have also introduced a mathematics scheme in key stages 1 and 2 to develop pupils’ reasoning skills. During our tour of the school, we noted that in some classes in key stages 1 and 2, teachers were not designing tasks effectively to ensure that the most able pupils, including the most able disadvantaged pupils, make the progress of which they are capable in writing and mathematics. Pupils’ books showed that some tasks did not challenge these pupils sufficiently. Safeguarding is effective. You have ensured that all safeguarding arrangements are fit for purpose. You are diligent and tenacious in your approach to safeguarding. You use your breadth of knowledge well to engage a range of external support services to meet pupils’ needs. You are insistent that pupils receive appropriate care and support. Checks to ensure that staff are suitable to work with children are comprehensive and are kept securely. Members of the governing body make thorough checks on all safeguarding practices. The school’s systems and procedures are robust. Leaders, including governors, have developed a strong and effective culture of safeguarding. Staff receive regular, good-quality training. They are knowledgeable about their responsibilities. They are vigilant and confident about reporting any concerns that a pupil may be at risk. High-quality, detailed records show that you manage concerns swiftly and understand the procedures for referring pupils to other agencies.