The leadership team has maintained the good quality of education in the school since the last inspection. Since the last inspection, there have been a number of changes to staffing. You became headteacher in September 2015 and a new deputy headteacher was also appointed at this time. New middle leadership roles have been developed and, as a cohesive team, you ensure that pupils at Brookside Primary school continue to receive a good quality of education. You and your staff have created a welcoming, caring and inclusive school. Pupils really enjoy coming to school and say that learning here is fun. Parents are very supportive of the school and are positive about the progress that their children make. Parents speak highly of the dedication and commitment of staff and leaders, saying: ‘This is an extraordinary school community and I am grateful to be part of it.’ Staff are proud to be part of the team and enjoy working at the school. They believe that pupils are safe, well behaved and make good progress. Pupils are proud to be members of the school: they enjoy their learning. Leaders provide many enriching opportunities for pupils which enhance their experiences. Leaders carefully plan activities such as visits to the local National Trust park and city visits to Manchester and Salford to enable pupils to learn about their heritage and appreciate their surroundings. Pupils are taught to be tolerant and have respect for all, regardless of differences. The inclusive nature of the school contributes to pupils’ understanding of others. Work on multifaith projects teaches pupils about faiths and religions other than their own. Teachers encourage pupils to learn cooperatively and as a result, pupils play and learn well together in a friendly environment. Music is a strength of the school and pupils learn a wide range of instruments, from recorders and brass instruments to ukuleles. There are many opportunities for pupils to showcase their talents. Pupils can play in the school’s brass band and take part in concerts. Extra-curricular clubs are varied and pupils enjoy activities such as running club and gymnastics. Pupils’ leadership skills are well developed through opportunities to contribute as student leaders, healthy leaders, play leaders, learning leaders and charity leaders. The school’s approach to resolving problems between pupils is led by staff and trained pupils who take on roles as ‘restorative stars’ or ‘restorative monitors’. Pupils can explain and clearly understand the approach of ‘respect, responsibility and restore’ which runs throughout the school, from Reception to Year 6. As a result of this broad range of experiences, pupils are well prepared for high school and for life in modern Britain. Leaders and governors have taken effective action to address the areas for improvement since the last inspection. Leaders and teachers plan many opportunities which challenge pupils to learn and think for themselves. Pupils are presented with regular mathematics and literacy challenges and are developing resilience and independence through their daily learning activities. As a result of this focus on challenge and cooperative learning, pupils often learn from each other and all participate in learning as they work closely with their peers. In response to increasing pupils’ understanding of how to improve their work, leaders have implemented a new approach across the school, which pupils understand and can explain to others. Leaders are working hard to ensure that these strategies are implemented consistently throughout the classes so that pupils experience a ‘seamless transition’ as they progress through the school. The development of the roles of middle leaders has widened the leadership team and brought new skills and talents. All staff have some leadership role and are taking on more responsibility for pupils’ learning and progress. As a consequence, staff feel valued and supported by leaders. Governors are now able both to hold senior and middle leaders firmly to account and also support them in their work. You and the governors have a clear understanding of the strengths of the school and what needs to be improved further. Your improvement plans are accurate and are beginning to show impact in all areas. You rightly prioritise the progress of pupils, particularly in mathematics, and in making sure that pupils are challenged to make rapid progress from their individual starting points. The local authority has been helpful in evaluating the work of the school and in supporting you in your new role as headteacher. You have found the support helpful in continuing to improve the school. Safeguarding is effective.