The leadership team has maintained the good quality of education in the school since the last inspection. Bolton Brow Primary Academy is a school which parents and pupils reported to be very welcoming and caring. Pupils reported that they feel safe and happy and that behaviour is good, which enables them to enjoy their learning. Teaching is good, and teachers make the most of pupils’ good conduct and positive attitudes to learning, planning activities which engage pupils’ interest well. Pupils and parents also agree that there is very little bullying and that any concerns they have are dealt with effectively by adults in the school. All stakeholders agree that you are very visible in school and very approachable, so that they feel confident to tell you their worries or ideas. At the last inspection, inspectors identified one main area for improvement, which was for the school to enable all pupils in all classes to make rapid progress. This area for improvement was further developed by inspectors by asking the school to ensure that progress in writing was increased and that pupils understood how to improve their work further. In addition, inspectors identified that all groups of pupils’ needs should be met closely and that time in lessons be used fully and effectively. Following the last inspection, there was initially some decline in the standards that pupils reached in reading, writing and mathematics. However, since then you and your team have worked effectively to make the necessary improvements so that progress and attainment have improved well. Pupils write well. A high proportion reach the expected standard for their age across all classes, and a number of pupils move beyond the expected standard. This is because teaching meets pupils’ needs well and because most teachers offer pupils good, clear advice on how to improve their writing. The pupils use this feedback well. In addition, writing is a key part of all learning across different subject areas so that pupils practise their writing skills on a very regular basis. This is also the case in reading work, thus supporting strong reading outcomes. Mathematics is also well taught, and activities meet pupils’ needs effectively. However, mathematical skills are not reinforced effectively enough across different subject areas. Leaders have an accurate understanding of the school’s strengths and areas for further improvement. As the headteacher, you are particularly knowledgeable about the school and its priorities for further improvement. However, some leaders’ plans for improvement are not yet sharp enough and focus more on the tasks than on ensuring that the impact of actions is identified and can be measured. Since the last inspection, attendance has continued to be a strength. Pupils clearly enjoy coming to school every day and understand why this is important. As well as ensuring that they are present to make the most of the learning opportunities, pupils attend school as they enjoy the enriched curriculum that the school offers. This includes a broad and balanced range of subjects, and a wide range of trips and visitors to school. All of these link closely with their learning and enhance their spiritual, moral, social and cultural development and their understanding of fundamental British values. For example, pupils in key stage 1 recently visited a local mosque, learning about how Muslims pray and celebrate key festivals. One boy in school reported that, as a Muslim, this was a very special time for him and he enjoyed being the teacher’s ‘expert’, answering many questions about his faith for his classmates. However, at times, within the broader curriculum, the work that pupils do is not challenging enough, particularly for the most able pupils. The activities planned do not always meet pupils’ academic needs as closely as the work does in English and mathematics lessons. Leaders work very well to ensure that pupils understand the importance of keeping themselves fit and healthy. You have introduced two slots every week when all pupils run together. In addition, you have promoted the importance of healthy eating and hold regular tasting sessions for parents and pupils of the menu available at lunchtime. This not only entices the pupils to eat well at school but, as parents reported, it means that their children develop good eating habits, which transfer to their eating at home. Phonics is well taught and has gone from strength to strength since the last inspection. Nearly all pupils can read from Year 1 onwards, which prepares them well for more complex reading skills. As a result, pupils are very enthusiastic about reading and are able to read a wide range of books and authors from key stage 1 onwards. It also means that they develop good comprehension skills, as seen in the strong progress they make in reading over time.