The leadership team has maintained the good quality of education in the school since the last inspection. You and the staff work diligently to ensure that Bishops Tachbrook is a caring school where pupils thrive. Pupils enjoy coming to school and overall attendance has been above national averages for the past three years. Parents are positive about the school and many comment on its nurturing and supportive ethos. Almost all parents who responded to Ofsted’s online survey, Parent View, said that their children are happy, taught well and make good progress at the school. Pupils’ behaviour and attitudes to learning are exemplary. In lessons, pupils listen attentively to teachers’ explanations. They respond promptly to adults’ instructions because adults have high expectations of pupils’ behaviour. Pupils show a thirst for learning and want to do well. They cooperate well in partner and group work and help each other. For example, during the inspection, pupils in Year 4 worked successfully in pairs and small groups to solve mathematical problems. They took turns and listened carefully to each other’s views before agreeing on a shared response. Pupils move around the school calmly and sensibly. They develop high levels of independence and, by the time they are in Year 6, pupils are confident to work with minimal adult direction in subjects such as art and computing. The curriculum promotes pupils’ social, moral, spiritual and cultural development well. Pupils learn about different faiths and beliefs and show respect for the views of others. They have a strong understanding of British values and are able to articulate how each of these are important. For example, one pupil explained that individual liberty means, ‘No-one can force you to do anything. You don’t have to agree with someone, but you have to respect what they think.’ You have taken steps to address the areas for improvement identified at the previous inspection. Children get off to a strong start in the Reception Year. The indoor and outdoor learning environments are attractive, well-organised and promote children’s independence. Teachers plan activities that interest the children and support them to learn well. As a result, children enjoy learning and concentrate on tasks for sustained periods of time. Children make good progress in the development of their phonics skills. During the inspection, children confidently used their phonics skills to spell while writing about your fictional lottery win. Teachers consistently apply the school’s agreed marking policy and pupils receive feedback about how to improve their work. In mathematics, there has been a focus on developing pupils’ reasoning and problem-solving skills. In some classes, this has been effective in extending and deepening the understanding of all pupils, and particularly the most able. However, this is not yet consistent in every class. In writing, teachers do not have high-enough expectations of pupils, which means that middle- and high-attaining pupils do not make the progress of which they are capable. You and other senior leaders make regular checks on the quality of teaching and pupils’ progress. Your unique and engaging approach to feedback motivates teachers to want to improve. However, some of these checks lack precision, which means that leaders’ plans do not focus on the aspects of teaching and learning that need to improve the most. For example, the current priority for improving pupils’ writing does not take account of weaknesses in the teaching of grammar and punctuation. Leaders and governors are united in their commitment to provide pupils with a high-quality education that prepares them for the future and enables them to succeed. Governors receive training to equip them with the necessary skills to hold leaders to account for the school’s performance. They visit the school regularly to see at first hand the actions leaders are taking to improve the school. However, because improvement plans do not include measurable success criteria, governors’ checks do not focus closely enough on the impact of leaders’ actions on improving the quality of teaching and pupils’ outcomes. Safeguarding is effective. Leaders have ensured that all safeguarding arrangements are fit for purpose. They are knowledgeable about their roles and provide staff and governors with regular training to keep them up to date with safeguarding matters. Records are detailed. They show that staff are vigilant to the signs that might indicate a child is at risk of harm, and report these concerns using the school’s agreed procedures. Leaders act promptly on concerns and take effective action to ensure that pupils are safe. They complete thorough checks on staff, governors and volunteers to make sure that they are suitable people to work with children.