The leadership team has maintained the good quality of education in the school since the last inspection. You tackle improvements effectively, ensuring that the quality of teaching and the use of assessment are strong and improving further. Governors recognise that the pace of improvement has increased under your leadership, resulting in good outcomes for pupils. Staff understand your vision for the school and work well as a team. Parents are positive about the pastoral care afforded to pupils at Westende. Parents say they would welcome even more frequent information about the progress of their children. However, as judged by a representative sample of their comments, their children are ‘thriving’ and developing a ‘fabulous attitude to learning’. Pupils begin the school well placed to succeed. Leaders do not, however, leave any pupil, particularly the most able, treading water. On the contrary, they ensure that teaching builds carefully on the skills pupils have when they start the school, strengthening weaker aspects and building on strong areas. Leaders provide welltargeted training for staff, mentoring new teachers well so that they make a successful start to their teaching careers. Pupils show focus and respect for their teachers, behaving impeccably during all of the sessions visited during the inspection. Pupils say the majority of their peers are considerate of others during learning and play and enjoy making their contribution to building a happy, safe school through leadership roles, such as peer mediators. Teachers are given regular opportunities to work together to assess how well pupils are doing. Leaders regularly check the performance of pupils individually and know how well groups of pupils are achieving over time because the information systems in the school are clear and informative. The attainment of pupils at the school has remained better than average since the last inspection, with more pupils achieving higher levels than found nationally in reading, writing and mathematics in 2015. Although some pupils last year did not make the progress they should have in mathematics, current information is very positive for the proportions of pupils making expected or better than expected progress in reading, writing and mathematics. At the last inspection, inspectors identified the need to raise attainment in writing, particularly for more able pupils. Inspectors also asked leaders to develop a more detailed picture of pupils’ attainment on entry to the school. Leaders have tackled these areas effectively so that: the most able pupils routinely use research and wider reading to inform their writing and regularly take opportunities to edit, refine and redraft their ideas so that the final versions are of a high standard teachers engage pupils in lively conversation about the choices they are making when they write so that the language used is of higher calibre and interest for readers there is an accurate information system which is understood and used well by all staff to show pupils’ starting points and the current progress they are making. Pupils’ books show that occasionally pupils’ attention is not focused quickly on ways they could make their writing even better during lessons so that progress is slower than it could be. Although pupils’ behaviour during the inspection was exemplary, aspects of their personal development, such as knowledge about a range of faiths, cultures and traditions wider than their own, have not been fully capitalised on within the curriculum. Curriculum leaders are at an early stage of mapping all of the opportunities available for pupils and consequently pupils’ current knowledge is patchy. The work of governors, while effective, relies heavily on information provided by the headteacher. There have been some recent lapses in the statutory reporting of information on the website while the headteacher has been undertaking an executive headteacher role in the local authority. Safeguarding is effective. Leaders take safeguarding seriously and ensure that staff receive regular training. Senior leaders hold recently updated and relevant qualifications. Pupils have a good understanding of the risks associated with accessing or sharing information online and other risks to their personal safety. Attendance is high at the school because leaders set high expectations and provide sensitive support to any families who find it difficult to get their children to school as regularly as they should.