The leadership team has maintained the good quality of education in the school since the last inspection. Senior leaders, staff and governors are united in their determination to ensure that all pupils feel welcomed and valued, and that individual needs are fully met. Everyone works to enable pupils to flourish as wellrounded individuals in this warmly inclusive school. Pupils enjoy school. They speak very positively about staff, and say that they are kind, fair and always there to help ‘if someone does not understand something’. Pupils behave well in lessons and work hard. They are confident and self-assured. During the day, several pupils offered a cheerful ‘hello’ and introduced themselves as I walked around the school. Behaviour in the playground and at lunchtime is also good because pupils are considerate and helpful. Those who are new to the school find a friendly welcome and settle in quickly, including pupils who are at an early stage of speaking English as an additional language. Teachers make learning interesting and challenging. Pupils talk excitedly about the many trips and opportunities for outdoor learning that they experience. One said: ‘I love… the activities teachers come up with for us to do.’ As a result, pupils make good progress across the school. By the end of key stage 2, the proportions of pupils achieving both the expected and higher standards in reading, writing and mathematics are above national averages. Disadvantaged pupils make good progress in most subjects and the difference between their attainment and that of other pupils is diminishing. However, senior leaders recognise that there is still work to be done to ensure that pupils achieve as well in writing as they do in reading and mathematics, especially boys and disadvantaged pupils. Parents are overwhelmingly positive about the school. One parent, expressing the views of many, said: ‘The leadership is strong, consistent, forward thinking and works hard to promote the ability of each child to do their best.’ Many parents said how happy their children are at school and that they feel safe and well cared for. Morale among staff is high. All who completed Ofsted’s survey agree that they are proud to be part of the Lakeside team and enjoy working at the school. Staff benefit from many opportunities to develop their skills and strengthen their knowledge. Their development includes learning from staff in other schools, including those within the multi-academy trust. The curriculum is broad, balanced and imaginative. It provides pupils with many opportunities to develop their writing across the curriculum. Leaders have successfully tackled the area for improvement from the predecessor school’s last inspection. Senior leaders and governors have a good understanding of the strengths of the school and those areas that need further development. Governors gather evidence about the school’s performance from a range of sources, including their own visits. They use this evidence to evaluate aspects of the school’s work and confirm that actions to improve provision are having the desired effect. However, leaders and governors have not fulfilled some of their statutory responsibilities. The school’s website does not have all the required information. In addition, they have not ensured that the equality policy is up to date and that the school has suitable equality targets. Safeguarding is effective. Parents, staff and pupils agree that pupils are safe in school. There is a strong culture of safeguarding throughout the school. This is underpinned by up-to-date safeguarding policies, training for all staff and thorough, carefully recorded recruitment checks on all adults working with pupils. Pupils learn how to stay safe in a range of situations, including on the road, around fire and when online. Staff understand how to recognise and report any signs that a pupil may be vulnerable. They report minor concerns, as they appreciate that these may form part of a bigger picture. Senior leaders take all concerns seriously and are quick to seek the support of external agencies when appropriate. Bullying in school is rare. Pupils have a clear understanding of the difference between deliberate bullying and the occasional ‘falling out’. They, rightly, have complete confidence in staff’s ability to deal with any incident promptly and decisively.