The leadership team has maintained the good quality of education in the school since the previous inspection. You and your team are driven and highly motivated to make a difference to pupils’ outcomes and life chances. You set high expectations. It is clear that you are all passionate and committed, and that morale is high. Relationships between staff, and between staff and pupils, are positive, warm and friendly. Governors and the local authority officer describe you as a ‘strong leader’. Governors know where there are strengths and where you are still working to improve, and hold you and your leadership team to account, challenging you and supporting you appropriately. Pupils receive a rich and varied curriculum. The day of the inspection fell in ‘Health Week’, with all groups of pupils involved in a sporting activity or learning to make healthy food, for example healthy pizzas. Pupils behave very well and have a clear understanding of what is acceptable and unacceptable behaviour. One pupil said, ‘Teaching is very good; they like to keep us studying.’ Pupils also say that teachers are ‘kind’ and that it is a ‘caring school’. The school was asked in February 2013 to raise pupils’ achievement in reading and writing, to improve the quality of teaching and to make leaders’ use of assessment information more effective, especially in relation to writing. During my visit, it was very clear that leaders check more carefully on the quality of teaching, learning and assessment for all groups of pupils. Writing, overall, is now a strength of the school. Leaders and teachers have a detailed knowledge of the progress and attainment of all groups of pupils as a result of improved use of assessment information. Current information shows pupils are indeed making strong progress. This was clearly demonstrated in pupils’ writing in subjects such as science and religious education (RE), and in their topic ‘World Book’, the quality of which was as good as their writing in English. However, the consistency of the quality of teaching, learning and assessment is not the same throughout the school, with current progress information showing that lower key stage 2 pupils are not achieving as well as upper key stage 2 pupils. Safeguarding is effective. School leaders and governors place the highest priority on safeguarding pupils. Robust systems are rigorously implemented and adhered to by staff, irrespective of their role. Safeguarding documents, records, processes and procedures are fit for purpose and successfully implemented. Staff and governors receive highquality safeguarding training to keep them informed of all types of risk to pupils. This training enables staff to quickly spot concerns and take rapid action with confidence. You work closely with a range of agencies and draw on their professional expertise to ensure that pupils are kept safe. There is a strong culture of safety and security within the school. The large majority of parents speak positively about the school, are confident that their children are kept safe and would recommend the school to prospective parents. Pupils say they feel safe and are happy to come to a school where they are looked after so well. Pupils spoken to during the inspection say incidents of bullying never happen, they can share any concerns they may have with a trusted adult and they are confident that any disputes are quickly resolved. They know about the potential risks and dangers when using electronic equipment and playing games, and know how to respond if contacted by a person unknown to them. Inspection findings In this inspection, I focused my time on four different aspects, including safeguarding. First, I investigated why writing outcomes were different in 2016 compared to 2015 and previous years, and what impact the curriculum was having on writing outcomes. You have been successful in your drive to improve standards in writing as a result of the decline in 2016. This has been achieved by improvements in the quality of teaching, partly as a result of increased training in school and as part of wider collaborative learning with other schools. Improved moderation practices and sharply focused pupils’ progress consultations have also had a positive impact on improving the quality of pupils’ writing. Pupils now write at length within different subjects, for example in science and RE, and work in books confirms they are making strong progress over time.