The leadership team has maintained the good quality of education in the school since the last inspection. Since your appointment as headteacher at Broseley CE Primary School in January 2018, you have wasted no time in raising expectations for standards, behaviour and outcomes. You have already made a notable, positive impact that has been readily accepted and welcomed by pupils, parents and carers, staff and governors. In a short space of time, you have got to know the school very well. You have sharpened plans for improvement and have a clear strategic direction for the school. You are aspirational for the future of the school and your vision is shared by all those involved. You have quickly established positive relationships with a new leadership team, and although some are very new to their roles, they understand clearly what is expected of them. You are ably supported by an experienced deputy headteacher who managed the school well in the term prior to your appointment. She, equally, ensured that the school continued to move forward during this interim period. Governors are well established and are committed to the school. They have a broad range of skills and experience that they use effectively to support and challenge school leaders. They visit school regularly, effectively analyse assessment information, meet with subject leaders and talk to pupils. They recognise that the school is an integral part of the community and is highly regarded by parents. They make themselves available to parents on consultation days and communicate with parents through the ‘parents’ forum’. They have an accurate view of the strengths of the school and know what needs to improve. Parents have a very positive view of the school. They particularly value the support that pupils who have special educational needs (SEN) and/or disabilities receive. Parents appreciate your visible presence and the recent improvements that you have made. All parents who responded to the parent questionnaire said that their children were happy, safe and well looked after. The comment, ‘Teachers have each child’s best interests at heart’, reflects the view of many parents. Pupils are proud of their school. They enjoy their learning and say that lessons are interesting. They are particularly proud of all the sport in school and the opportunity to take part in the many after-school clubs such as basketball, cross-bar football, dance, drama and media club. They say that they are lucky to have the multi-use games area which they use every day and a newly refurbished library. They are responding well to the new ‘SMART’ code for behaviour and agree that it is making the school an even better place. Since the last inspection teachers have raised their expectations of pupils in subjects other than English and mathematics. For example, in science, physical education (PE) and computing, a clearer progression of skills is now in place so that teachers build on pupils’ knowledge, skills and understanding more effectively. In science, teachers received training to have a better understanding of the different types of enquiry skills and how to develop them over time. Teachers have acted upon this training and enhanced their planning. As a result, pupils say that they learn lots through practical activities in both mathematics and science. Teachers have the same expectations for spelling in other subjects as they do in English. For example, pupils are expected to use the vocabulary accurately that they are given for different subjects. Pupils are expected to self-check and correct their work. Consequently, pupils’ editing skills have improved. A daily focus on spelling has improved pupils’ accuracy in spelling. However, leaders recognise that spelling, handwriting and presentation are not yet of a consistently high standard in all classes and that they must continue to address these areas. All subject leaders now have a clear understanding of their roles and responsibilities and have appropriate action plans in place. They have reviewed expectations for their subjects and have established how they will monitor the effectiveness of their subject areas. Governors are also linked to different subject areas and meet with subject leaders. This is better established in some subjects than others, for example in PE, computing and science. However, you are building on the good practice already in place to further develop leadership across all subjects. Leaders have found a variety of ways to develop pupils’ understanding of different faiths and cultures such as introducing multifaith week, inviting leaders of other faiths to school and visiting different places of worship, such as a synagogue and the Gurdwara Temple. Quite rightly, you recognise that there is still work to do and have plans in place to further broaden pupils’ cultural experience and understanding.