The leadership team has maintained the good quality of education in the school since the last inspection. As headteacher, you provide clear direction for the school and share your ambitious vision effectively with staff and governors. You continually strive to identify and remove barriers to pupils’ learning. Staff encourage pupils to be thoughtful and kind citizens who make a valuable contribution to their diverse community within and beyond school. High morale among staff characterises West End Primary. Parents are committed to the ethos and values of the school. You give close attention to assessment information to identify where support is needed. Following a significant dip in 2016 in the number of boys achieving a good level of development by the end of Reception Year, you have invested in improvements to the outdoor area in early years to provide a wider range of activities, which the boys are clearly enjoying. The impact is evident from the current cohort, in which the number of boys achieving a good level of development has increased. Most pupils join Reception with skills that are lower, and for some much lower, than typical for their age. You and your staff work well with many parents, for example with basic physical regimes such as toilet training for children. For several families, English is not their first language and they arrive with little or no skill in speaking English. Published data is greatly affected by the number of pupils who join and leave the school other than at the usual times. From whatever their starting points, whenever they join the school, you and your staff ensure that pupils make good progress overall. You have taken resolute action to tackle the dip in pupils’ attainment in key stage 1 and key stage 2 in 2016. The results in reading and mathematics achieved by Year 6 disadvantaged pupils in the 2016 assessment tests were untypically low for the school. However, more than a third of this cohort were pupils who had joined the school during key stage 2. Of those who had attended the school since Reception, the progress was at least good and, for some, better. Changes that you have made are improving the teaching of reading and leading to pupils being better prepared for the rigours of the new assessment system. The progress being made by all groups of pupils currently in school has strengthened. You have reorganised programmes of support to meet the needs of pupils better. Pupils’ targets are now more regularly visited to measure progress. Bespoke one-to-one, small group and/or in-class support now more precisely meets the needs of individuals and early indications are that this is having a positive impact. At the school’s last inspection, an area for improvement was to raise the proportion of good and better teaching. You have done this in several ways, including ensuring that teachers provide specific targets for pupils in each subject. These are clearly understood by pupils, as are the ways in which they can improve their work. From our learning walk it was evident that teachers are planning lessons to meet the range of abilities in each class and pupils’ attitudes towards learning are very positive indeed. Questioning from adults encourages pupils to think more deeply and understand what they are doing. We agreed that middle-ability and most-able pupils now need further challenge so that more achieve greater depth and higher standards. Attendance was also an area for improvement at the previous inspection. At that time, attendance rates were, on average, 92.3%. The school has been successful in working effectively with families and external agencies so that the current attendance figure is close to 95%. There continues to be an improving picture for attendance, as seen during the inspection, but still too many pupils are persistently absent and this interrupts their learning and progress. Safeguarding is effective. The leadership team, governors and staff take safeguarding seriously and regard it as being everyone’s responsibility. Thorough checks are undertaken to confirm the suitability of all staff, volunteers and governors. All of them have received appropriate, up-to-date training. There are clear processes for reporting any concerns and the school works effectively with external agencies to keep pupils safe. Pupils told me that they feel safe, and parents share this view. The school site is secure and the governors have taken action to ensure that pupils are safe when they are online. Pupils whom I spoke to informally, and in a meeting, told me that this is a very friendly school. The school’s published anti-bullying policy and posters around the school make it quite clear what steps should be taken to identify or address different types of bullying.