The leadership team has maintained the good quality of education in the school since the last inspection. As the new headteacher, you have lifted the expectations of staff, parents and carers about what the school expects of pupils’ behaviour, attendance and learning. Weak outcomes in 2016 for pupils in Years 2 and 6 in national assessments of their reading, writing and mathematics spurred leaders to swift action. With skill and determination, leaders have addressed weaknesses in staff’s teaching and their assessments of pupils. Thanks to extensive training, intensive support and precise guidance to staff, the quality of teaching once again makes a positive difference to pupils’ learning. Pupils’ attainment rose strongly in national assessments in 2017. Pupils make good progress. School information demonstrates that their attainment continues to rise in reading, writing and mathematics throughout the school. Staff, leaders and governors are determined to give pupils a broad range of experiences to enrich their understanding of the world. Staff plan the curriculum very carefully to strengthen pupils’ first-hand experiences and their language. Pupils visit many special places, such as local museums, art galleries and places of worship. They speak with a wide range of visitors to the school and participate in numerous whole-school events and fundraising activities. Leaders give close attention to improving all aspects of the school, for example the planned curriculum, extra-curricular clubs and the quality of staff’s knowledge of different subjects. They set ambitious targets to improve the work of staff and match these with frequent support. Staff are becoming more confident and creative in how they teach. For example, in Year 3, they taught pupils to measure volume by using jugs of coloured water. Pupils were full of enthusiasm and deeply engaged in their learning. In their books, pupils wrote keenly how they had solved the challenges set by the teacher. Staff morale is high. They appreciate the way that you and other leaders challenge and support them in their work. You focus clearly on developing the well-being of teachers and teaching assistants. Leaders and governors make a determined and successful effort to manage staff workload. Parents say that staff and leaders are frequently available to speak with them, for example in the playground at the start of the day. They say that leaders respond fully to any concerns they raise. Leaders and staff know the needs of individual pupils in detail. Parents are happy with the work of the school, particularly their children’s progress in reading, writing and mathematics. They value the regular communication from leaders via social media, the school website and newsletters. You have successfully addressed most of the areas highlighted for improvement at the previous inspection. In lessons, pupils are clear about what staff ask them to do. Staff give pupils sufficient time to complete activities. Senior and middle leaders develop precise, well-informed plans to improve the school. They and governors use these plans to review the pace and scale of improvement. Even so, leaders and staff have found it more difficult to ensure that the most able pupils attain at greater depth in their writing, reading and mathematics. Leaders and staff are not complacent. They are working to make sure that even more pupils achieve beyond expected standards. Pupils’ overall attainment and progress in writing are good. Staff and leaders are taking many steps to improve pupils’ writing skills throughout the school. We agreed that you need to do even more to improve boys’ writing in key stage 2. This is because, in some classes, the attainment of boys lags behind that of girls. Since the previous inspection, the school has developed a successful new class for two-year-olds. For example, in this class, children enjoy a wide range of fiction and non-fiction books presented attractively in a cosy reading area. Staff give much attention to helping two-year-olds develop their language and social skills. However, some leaders do not have a detailed understanding of the learning and care needs of this specific age group of children. Across the early years at the school, children aged two, three and four learn to become confident mathematicians and skilled writers. Even so, some staff help children too much in activities. This holds them back from developing their confidence and thinking as much as they could. Cathcart is a calm school set in modern premises with a professional, yet childfocused feel. Leaders and staff pay great attention to making sure that classrooms and study areas are welcoming, well resourced and supportive of pupils’ learning. Staff have displayed pupils’ beautiful three-dimensional models throughout the school to celebrate their splendid recent work in art lessons.