The leadership team has maintained the good quality of education in the school since the last inspection. Your school’s mission statement, ‘Shine like Stars!’ is evident throughout the school in the way that pupils try their best and treat each other with respect. Pupils flourish in the warm, welcoming environment that you and your staff have created. Since taking up your appointment as headteacher in September 2014, you have expanded and strengthened the leadership team and improved teaching. Leaders and governors are ambitious for pupils and there is a determined focus on further raising attainment and increasing pupils’ progress. The success of your work to improve the quality of teaching is evident in better outcomes for pupils. Staff understand your vision for the school and share your ambitions. They work hard and staff questionnaires show their overwhelming support for your leadership. All respondents to the staff questionnaire agreed with the statement, ‘This school is well led and managed.’ Staff also commented that they feel ‘proud’ to work at Wesley Methodist Primary. Their positive attitudes and the way they encourage pupils to try hard ensures that pupils are happy and confident learners. Pupils attend school regularly and attendance figures are above average. Parents are overwhelmingly supportive of the school. All the parents who spoke to me were complimentary about the school’s work and said that they would not hesitate to recommend this school to others. These views were also reflected in the 67 responses to Ofsted’s online questionnaire Parent View. Parents’ positive views about pupils’ behaviour demonstrate the effectiveness of the school’s system to encourage pupils to behave well. Pupils are happy and proud members of this school and are taught to be tolerant and welcoming to all. This was summed up by one pupil, who said to me, ‘It’s what’s on the inside that counts.’ Your mission statement encourages pupils to treat each other well, show kindness and use their talents to have a positive impact on the world. Carefully planned assemblies teach pupils about British values and prepare them for life in modern Britain. Pupils have lots of opportunities to take responsibility as members of the school council, house captains or prefects. In addition, they learn about taking care of animals such as the rabbits and chickens that they care for in school. Pupils involved in these activities told me that they take their responsibilities very seriously. You have responded well to the areas for improvement identified at your last inspection and in the subject survey inspection in mathematics in 2014. One area to improve at the last inspection was the quality of teaching. You have acted upon this successfully through effective staff training and appraisal. In addition, you have ensured that pupils make rapid progress by more closely matching activities to their learning needs. Inspectors also asked the governing body to develop a sharper focus on school improvement planning. Governors have done this successfully. They have undertaken training to help them to evaluate school data more effectively and they give greater challenge to you and your leadership team. They know what the school’s improvement priorities are and they check on your actions to ensure that they are effective. In response to the subject survey inspection, you have strengthened subject leadership in mathematics and standards for all pupils, including for the youngest children, are rising. Standards in mathematics are above average, with a greater proportion of pupils working at above-average standards than in schools nationally. You have worked to ensure that the learning needs of different ability groups are met and, as a result, pupils who have special educational needs and/or disabilities and the most able make good progress in mathematics. My review of your data and scrutiny of pupils’ work indicates that pupils make good progress, especially in mathematics. Pupils develop their understanding of mathematical concepts well through reasoning and problem-solving activities. Outcomes for the most-able pupils are better in mathematics than in reading and writing. Having focused on raising standards in mathematics after a dip in attainment in 2015, you have more recently turned your attention to reading and writing. Pupils’ progress in reading and writing is improving and more most-able pupils achieve above-average standards in writing. You recognise that there is still more work to be done to ensure that pupils’ progress continues to improve. You rightly compare the progress of different groups in school such as disadvantaged pupils and others and this ensures that all groups make good progress. However, you acknowledge that this evaluation could be more sharply focused and effective by comparing the progress of groups with the same starting points.