The leadership team has maintained the good quality of education in the school since the last inspection. Your much-larger-than-average-sized school has continued to grow since the last inspection and you now provide leadership over more than one school. You have skilfully used the talents of your leadership team, including the head of school, to ensure that White Meadows continues to improve. You have a clear and accurate view about what your school does well and what could be even better. Leaders and staff know the pupils and families extremely well, including those who join the school at different times of the year and in different year groups. You have a very high proportion of pupils who do not stay in the school from the early years through to Year 6. Strengths identified at the last inspection have been maintained. Your school provides a vibrant, calm and caring environment for pupils to learn. The relationships between staff and pupils are warm and respectful. Pupils are focused on their learning in class, move around the school with minimum fuss and are keen to tell visitors about themselves and their school. At the time of the last inspection, you were asked to provide greater challenge for pupils, including the most able. In 2016, at the end of key stage 2, the small number of pupils who achieved the highest levels at the end of key stage 1 made good progress from their starting points, including those who were disadvantaged. The progress that all pupils made in reading, writing and mathematics from their different starting points was broadly in line with those found nationally. The significant differences in 2015 at the end of key stage 2 between the progress of disadvantaged pupils and other pupils nationally were not evident in 2016 because disadvantaged pupils made good progress. Your current plans for improvement rightly focus on increasing the proportion of pupils working at greater depth at the end of key stage 1. You have already made changes to how you develop pupils’ problem-solving and reasoning skills in mathematics. These improvements are beginning to have a positive impact on pupils’ progress. Safeguarding is effective. The leadership team has ensured that all safeguarding arrangements are fit for purpose. You have highly detailed and effective record-keeping systems. Staff meticulously record their concerns and this enables you to make detailed and swift referrals to other agencies when you need to. Members of your team are rigorous in their pursuit of information from others and are not afraid to make strong representation on behalf of children when they feel that even more can be done. You work with large and increasing numbers of vulnerable families. As leaders, you are never satisfied with your effective systems and actively seek to improve them. For example, you are planning to make small changes to your current disclosure forms because you believe they can be even better. You work closely with other schools in the locality and with the local authority. This work provides valuable opportunities to learn from each other and access training that is specific to the needs of your locality. Inspection findings During this inspection I looked at: how well governors know the school and how well they challenge you; the progress of pupils in Year 2; the progress that key stage 2 pupils who have special educational needs and/or disabilities are making in their writing; the impact of leaders’ actions on improving attendance levels. Governors know the school well. They undertake regular visits to the school and use what they see first-hand to question leaders. New governors are given ‘shadow’ visit opportunities to ensure that the agreed policy for visits is followed. Governors understand their roles and responsibilities. Governors do not make judgements about teaching and learning but they actively gather as much information as they can from pupils about their learning. Governors challenge senior leaders effectively. Governors ask searching questions about the progress that pupils make. They seek high levels of assurance and do not always merely accept leaders’ initial responses. Governors have high expectations of leaders and are not afraid to hold them to account. For example, following a recent visit, governors left leaders with a clear message about the improvements required to the sports premium information on the school’s website.