The leadership team has maintained the good quality of education in the school since the last inspection. You have maintained and enhanced a skilful and effective school team, dealing rigorously with any aspects of underperformance. There is a tangible drive and sense of urgency to provide high-quality learning opportunities. These allow pupils to thrive, and show a searing ambition to eradicate second-best. As a result, improvements in the quality of teaching and learning are accelerating the rates of progress of current pupils across the school. You have ensured that detailed systems to track pupils’ achievement allow teachers to plan extra support and help for pupils who are at risk of falling behind in their learning. The dedicated and skilled work of the inclusion team has significantly enhanced this aspect of the school in supporting pupils’ learning. You acknowledge that these tracking systems require further development, as currently they do not allow you, other leaders, governors and teachers to have accurate information on the rates of progress made by pupils in subjects other than English and mathematics. The whole school team has diligently addressed issues raised at the last inspection. Lessons are now planned carefully to ensure that different levels of challenge are available to pupils, many of whom are skilled at self-selecting the most appropriate pitch of work. Teachers are keen to learn from each other, and arrangements are regularly made to allow strong teaching to be observed by colleagues. The questioning skills of all adults have also improved, and I observed pupils being given time to think and answer at length in a number of different classes. From observations in lessons, analysis of your tracking systems and scrutiny of work in pupils’ books, it is clear to see significant improvements in the rates of progress made in learning by nearly all pupils. A much larger proportion is working at levels expected for their age and there is also a larger proportion working at a greater depth in learning. You acknowledge that, although differences in pupils’ achievement remain between reading and writing compared to mathematics, these differences are diminishing. Similarly, you agree that an even greater proportion of pupils could be working at a greater depth in their learning. You have well-thoughtthrough plans to continue to diminish these differences in pupils’ basic skills and reach higher levels of attainment, and have tailored the curriculum accordingly. Pupils respond well to the high expectations of staff and this is seen in their excellent attitudes to learning in lessons. They work hard and are always keen to produce their very best work. Pupils develop excellent citizenship skills, being keen to take on responsibilities through roles such as being a member of the school council, taking on a monitor’s role in each class or as part of the eco-council. Pupils take pride in the well-ordered and extremely tidy school environment, benefiting from quality displays in classes and shared areas, and inspirational ‘learning zones’ linked to topic work. You have ensured that pupils benefit from a curriculum that captures their interest through visitors to school and visits to important sites across the region, linked to their topic work. There are many opportunities for pupils to participate in musical and sporting opportunities, with the school moving towards ‘choir school status’, under the inspirational work of the choral director. You agree that the role of subject leaders in areas other than English and mathematics requires further development in monitoring and evaluating the quality of provision in teaching. Safeguarding is effective. An integral part of the school’s exemplary approach to safeguarding and pupils’ well-being is the tireless and rigorous work of the inclusion team. Under their watchful eye, no stone is left unturned to ensure that all pupils are safe and have opportunities to thrive. Pupils, in school, report feeling very safe, and have full trust in their teachers and teaching assistants who look after them. This assures me that any minor disputes are immediately and effectively dealt with by all adults. The curriculum supports pupils well in maintaining their own safety. Pupils know the dangers of social media and understand they should never post personal details online. Policies, procedures and records are of extremely high quality. Detailed records are maintained, including those for any minor behaviour incidents or extremely rare incidents of poor behaviour. Staff training is thorough and up to date, including training to ensure that pupils are kept safe from the risk of extremism and online dangers. Registers of staff training are completed diligently. Staff have access to well-written policies and guidance and have a secure understanding of their responsibilities for safeguarding pupils.