The leadership team has maintained the good quality of education in the school since the last inspection. You have created a strong community spirit across the school where all pupils are valued and nurtured as individuals. Many parents and carers who spoke to me, and those who responded to Ofsted’s online survey, value this highly. Pupils who have social, emotional or behavioural problems are included in every aspect of school life. They respond well to the encouragement and kindness of other pupils and of staff. Pupils who start the school at times other than at the beginning of the school year also benefit from the supportive and caring ethos. At the previous inspection, inspectors recommended that you ensure high-quality teaching is consistent across the school. Since then, there have been changes in staffing, including the appointment of a new deputy headteacher and subject leader for English. Leaders at all levels are now accountable for continually improving the quality of teaching and learning and the use of assessment. This includes coaching and mentoring, visiting lessons and regular checks on work in pupils’ books. You recognise that leaders do not always provide precise feedback to teachers about what they need to do to improve their teaching even further. You continue to work on this. You organise frequent meetings for all staff to work with other schools, to compare notes and reach agreements on judgements of pupils’ achievement. This helps to ensure that information about pupils’ achievement is accurate. Leaders and governors are confident about how to interpret and use assessment information effectively. This includes information about children’s learning in Reception Year. This has resolved a further area for improvement from your previous inspection. Staff take full advantage of the training and support provided by the local authority. You receive effective support and challenge from the local authority’s learning improvement team. Pupils are proud of their school and say that teachers ‘make learning fun’. For example, they talk enthusiastically about their knowledge of famous artists, about learning to design and make models of Viking long boats, and their local history topics. This, and the attractive display of pupils’ work in corridors and classrooms, are testimony to the school’s rich and inclusive curriculum. Governors have a comprehensive picture of the school’s strengths and the areas that need further development. They successfully help to set and model the school’s core values and vision. Although governors value the information that leaders present to them, they do not take it at face value. They regularly visit the school to gather information for themselves. They use published information about pupils’ achievement to judge how well groups of pupils are doing at Westgate Primary when compared with other pupils nationally. Documentation shows that they raise meaningful and pertinent questions and pursue lines of enquiry until they are fully satisfied. You will be leaving the school at the end of this academic year. The governors have appointed a new headteacher to lead the school from September 2018. Good arrangements have been made to support him as he takes up his new role and to make the transition smooth for the school. Safeguarding is effective. School leaders ensure that safeguarding is given the highest priority. All staff are well trained. They are fully aware of their responsibilities and what to do if they have any concerns. They know how to recognise signs that might suggest that a pupil is at risk. You have established a culture of early help so that pupils and their families receive the right support as soon as possible. You are relentless in your determination to follow through every concern. Your records and day-to-day notes are testimony to this. You work closely with outside agencies and you never leave anything to chance. You are vigilant in checking on pupils’ attendance. You work closely with families and local authority teams. You are determined to provide the right support for families to ensure that pupils are safe. The school curriculum includes regular planned sessions to teach pupils to stay safe and to recognise risk. Pupils’ comments include, ‘if you are worried, you have to ask yourself, in your mind, does this feel right? If you are not sure, you should talk to someone.’ Staff know the pupils extremely well and pupils say that there is always someone to talk to in school.