The leadership team has maintained the good quality of education in the school since the last inspection. Webber’s Church of England Primary School is nestled in the community of Holcombe Rogus and serves not only local residents but further afield. Such is the level of satisfaction, the school’s population continues to grow and all parents would recommend this school. You have created a culture not too dissimilar to that of a family; pupils’ behaviour is exemplary and the school values and shared faith underpin the school. You are aspirational for all members of the school family, including support staff, who teachers deploy effectively. You have recognised the effectiveness of support staff and this has led to some of them training to become teachers. At the last inspection, the lead inspector identified several areas for improvement. You have acted on these, with most success seen in writing across the Reception Year and ‘tightening up’ targets in the school improvement plan. It is clear that governors have increased their monitoring of targets in the school improvement plan, with a detailed overview of the school. You acknowledge that while pupils’ punctuation and grammar have improved, their accurate use of spelling in writing is not yet secure. Aside aspiration, innovation is also a key component of your school. You embrace opportunities to further develop teaching across the school and you support pupils’ mental health and emotional well-being. The governing body supports you in this work. Members of the governing body have a strong understanding of the school’s performance. They speak with one voice and can demonstrate how, through their analysis, they hold leaders to account. The governing body also supports the school in events such as ‘evacuation day’. In October, leaders evacuated the whole school in a Second World War themed event. Pupils visited the billeting officer who then assigned them with a family who assigned pupils with jobs, from sewing buttons to collecting apples and mending clothes. The whole community involved themselves in this unique day; pupils, staff and governors still speak fondly about this experience. Safeguarding is effective. You have ensured that pupils are safe. The school’s recruitment procedures are robust. Leaders complete all the required background and vetting checks, ruling out candidates that may not be suitable to work with children. Once recruitment is complete, staff record this information on the school’s single central register. Staff undertake a thorough induction process to make sure that they are able to work with the school’s system for keeping children safe. You ensure that child protection training is in place for all members of staff, regardless of job title. You also cascaded information about county lines, where gangs target and groom children, exploiting them to handle and sell drugs. You have done this as you aware that it is becoming an increasing concern in local areas. As you stated, concerning safeguarding, ‘We are hot on it.’ Although concerns about pupils are infrequent, you respond to each one with vigilance. Staff know who to pass concerns onto and, in turn, you log each concern and respond proportionately to them. Although scarce, when warranted, you share concerns with external agencies. Furthermore, you keep a watchful eye over specific pupils. You determine this in a range of ways, from a series of minor concerns that may form a pattern through to acknowledging changes to pupils’ home situations. As a result, support is readily available. Inspection findings First of all, I considered how the mathematics curriculum meets the needs of pupils, particularly the middle- and higher-attaining pupils, so that pupils make strong progress. In the Reception class, children get off to a strong start; they quickly know and understand how to represent numbers in range of different ways. In one activity, pupils were sharing cookies between teddies. The teacher then asked children to represent the amount using a representative, further consolidating their understanding of number. This reflects strong outcomes for children at the end of the Reception Year, where over the past three years outcomes have been higher than national averages. As pupils move through the school, they have increasing opportunities to develop their reasoning and problem-solving knowledge. Teachers plan activities which closely consider pupils’ emerging needs. Activities are challenging, which require pupils to think carefully about how to successfully tackle their work. However, there are occasions where teachers are not checking in to see how pupils have done when tackling these. In some cases, pupils use each other as a learning resource, reasoning with one another as they attempt to solve a taxing problem.