The leadership team has maintained the good quality of education in the school since the last inspection. During your two years at the school you have faced some considerable challenges. You have met these challenges with sensitivity, enthusiasm and drive. Tarleton Community Primary School is a learning community in which pupils feel safe and learn effectively. Pupils enjoy coming to the school to learn and rarely miss a day. Pupils are effusive about the many and varied activities provided by the school’s wide-ranging and carefully designed curriculum. Visits from a celebrity children’s author, trips to France to study history, subject theme days and opportunities to participate in sports are used effectively to engage pupils in learning. Pupils say that if they have any worries and concerns teachers and other adults working in school are approachable and helpful. This view is shared unequivocally by parents and carers and is typified in the many positive comments shared on Parent View, Ofsted’s online questionnaire. Typical comments include: ‘[My children] are cherished by their teachers and teaching assistants and are challenged and encouraged to make great progress… Enthusiasm bursts out of staff and pupils. I wouldn’t hesitate to recommend our school.’ Leaders’ actions have been successful in addressing the areas for improvement identified at the last inspection. Revision of school policies relating to presentation of work, and policies relating to the guidance given to pupils about their work, have been implemented effectively. The quality of teaching has improved. Teachers receive appropriate training to develop their professional skills and knowledge of different curriculum subjects. Leaders facilitate this through the close links that they forge with other schools and the plentiful opportunities that they give to teachers to learn from observing each other at work. Subject leaders now have opportunities to lead the development of their subjects. They are held closely to account for the impact of their actions by senior leaders and a knowledgeable and committed governing body. The effective use of computer technology has been well developed to support pupils’ learning. Teachers carefully consider how they can effectively use digital media and tablet computers to support the development of the linguistic skills of pupils, particularly boys and those pupils who speak English is an additional language. However, these strategies are relatively new, and their full effect on pupils’ learning has not yet been realised. Teachers and governors are well informed about the impact of their actions on pupils’ attainment and progress. This is because assessment data is carefully analysed and shared by senior leaders in formats that are easily understood. As a result, governors have a detailed understanding of the strengths and weaknesses of the school, which is used to identify appropriate priorities for school improvement. These closely align with the findings of inspectors. For example, you recognise the need to improve further the progress made by pupils in key stage 2 in English and mathematics. This is because in some year groups boys do not make the same progress as girls. In addition, you accept that key priorities are to build pupils’ confidence in the use of sophisticated vocabulary and to develop more complex reading skills. School development plans contain sharply focused and measurable expectations and allow you and the governors to check that actions are working and having the desired effect. Safeguarding is effective. The safeguarding and welfare of pupils and staff are strengths of the school. Leaders and governors have ensured that safeguarding procedures are secure, fit for purpose and followed diligently. Records are meticulously kept and information is shared effectively with appropriate authorities to protect pupils. Well-trained staff are diligent and put pupils’ welfare at the forefront of their actions. All staff and governors receive appropriate and frequent training that ensure that they have up-to-date knowledge and information about how to safeguard pupils. Leaders’ actions to support pupils, staff and the wider community following the tragic events of the Manchester Arena terrorist attack have been exemplary. They ensure that pupils and staff feel safe in school and that they have a place of normality in which to grieve and learn. This is very much appreciated by parents and typified by a one of many comments made using Parent View: ‘Last year, during a very tragic and difficult time, the school did not just help the children, they reached out to us as parents, helping us help our children. Above and beyond what they needed to do.’ The school’s curriculum ensures that pupils are knowledgeable about how to keep safe, including while they are online. Appropriate monitoring and filtering are in place to protect pupils using the school’s internet connection.