The leadership team has maintained the good quality of education in the school since the previous inspection. You and your colleagues have addressed the areas identified for improvement at that time. This is a confident and happy school. It has expanded steadily over recent years. With your governing body, you have adapted the structure of the leadership team to manage the larger school, for example appointing phase leaders in addition to subject coordinators. You have a sound understanding of the school, and have drawn up clear plans for improvement with measures that allow you and governors to check on their impact. Records show that you and your colleagues monitor the quality of teaching regularly, and provide teachers with guidance on how to improve their practice. You have identified appropriate training for staff, for example on how to meet the needs of pupils with special educational needs and/or disabilities (SEND). I identified, however, a certain lack of curiosity about how academic standards can be further improved. For example, the school improvement plan does not have a strong focus on improving pupils’ outcomes. You are rightly proud of the school’s ethos, which is firmly grounded in its Christian principles. Parents, carers and pupils that I spoke with naturally referred to the school’s family feel, by which they meant that everyone is known as an individual and is expected to demonstrate an active care for others. Pupils in Year 6 act as buddies for children joining the school. Through their religious education lessons and, for example, links with a school in Sierra Leone, pupils develop an understanding of the wider world and a respect for those who come from cultures other than their own. Pupils behave very well in class. They listen attentively, and collaborate well with others when asked to do so. Pupils told me that working in pairs helps them to get to know their peers. They are conscientious, and consistently present their written work neatly. The school works effectively to support those few pupils who join the school with marked social and emotional needs. During the inspection, we saw these pupils applying themselves and learning successfully. Pupils play together happily at social times. They are polite, friendly and articulate. The school has prepared them well for secondary school and pupils feel confident about the move. Their attendance is currently above the most recent national average, and no groups of pupils are held back by poor attendance. The school’s behaviour policy is centred on a restorative approach, setting out a number of ways in which conflict can be resolved. Using this approach, pupils are expected to address and express their own feelings, and to understand those of others. Those pupils I spoke to understand the approach well, and think that it is more effective than the simple imposition of sanctions. The school council and the opportunity to take up positions of responsibility also contribute well to pupils’ social development and their awareness of British values. Teachers set work that is matched well to pupils’ existing knowledge and understanding. They check on how well pupils have grasped new ideas, and provide further explanation when necessary. During the inspection, teachers introduced pupils to suitably complex and challenging ideas. They expected pupils to provide extended verbal answers during discussion, and asked further probing questions to develop their thinking. Many children enter the school with skills that are above those typical for their age. During the inspection, we saw children learning well in the early years, with some being well advanced in their reading and writing. Nevertheless, the proportion of children who have attained a good level of development by the time they leave the Reception class has declined in recent years to be in line with the national average. You believe that children’s skills may have been judged harshly. You have therefore taken steps to ensure that leaders’ judgements are precisely in line with those made in other schools. In the last two years, pupils’ attainment at key stage 1 and key stage 2 has been above the national average. Attainment at key stage 2 rose in 2018, and standards in reading were very high. Those pupils who left Year 6 in 2018 had made progress from their key stage 1 starting points that was broadly average. Inspection evidence showed that current pupils are making strong progress in English and mathematics.