The leadership team has maintained the good quality of education in the school since the last inspection. Since taking up your post in January 2017, you have had a positive impact on the school. You have a clear vision for the school’s development, which is shared by staff and governors. You are absolutely determined that every pupil is given the best opportunities to succeed at Causeway Green. You are building on the school’s strengths but also identifying the most important aspects that require further development. The school improvement plan is a helpful document which is easily accessible to staff, governors and parents. It clearly outlines the most important actions leaders need to take to improve the school further. Morale in the school is high and staff enjoy working here. This outward-looking, ambitious approach has helped the school to provide a good education for all its pupils. Pupils are very happy and are proud to be part of this inclusive school community. Relationships are strong and pupils have complete confidence in staff to take good care of them. Pupils are polite and their behaviour is impeccable. They get along together happily, both in class and at free times. They willingly seize the opportunities to take the many roles of responsibility that the school offers them. Parents are overwhelmingly positive about the school. One wrote: ‘My child enjoys all aspects of the school and I am more than happy with her progress here.’ This was typical of many responses that I received. Pupils achieve well because teaching is strong and provides pupils with many interesting and challenging learning opportunities. Outcomes for pupils are consistently at or above those seen nationally at the end of key stage 2. In both key stages, pupils make good progress from their different starting points. In most year groups, disadvantaged pupils achieve as well as other pupils, because staff understand and meet their needs well. You check on the quality of teaching regularly and have an effective assessment system that supports teachers’ identification of pupils’ next steps in learning. Pupils now know what they need to do to progress. Pupils spoke positively about their target cards and ‘brag cups’, which help them to know how they are getting on. They also said that the targets help by making them challenge themselves to achieve even more. Pupils like the opportunities to respond to teachers’ comments and show teachers that they can improve their work. You are rightly developing the roles of staff so that they can lead subjects and other areas of the school’s work effectively. This is an important aspect, as it is increasing the school’s capacity to improve through the development of its emerging leaders. The training opportunities provided for staff to enable them to develop effective leadership skills are proving to be successful. You have tackled the area for improvement identified in the previous inspection. It was recommended that school leaders improve the quality of teaching in writing and mathematics, particularly in key stage 1. Standards in mathematics and writing at the end of Year 2 in 2017 were above and just above, respectively, the national averages. You acknowledge that pupils’ current outcomes for writing, although improving rapidly, need to improve further. Particularly, the accuracy of a few pupils’ spelling and punctuation needs to be a focus. However, in key stage 2 in 2017, almost all Year 6 pupils achieved the expected standards in reading, writing and mathematics, and nearly half of Year 6 pupils achieved a greater depth of understanding in mathematics. Safeguarding is effective. You are acutely aware of your responsibility to keep children safe and give pupils’ well-being the utmost priority. Your senior leadership team has made sure that all the appropriate safeguarding arrangements are effective. Staff value and care for pupils. They know each pupil well and are prompt in reporting any concerns. School leaders go to great lengths to ensure that absent pupils are safe. Several parents reported that the school looks after their children well. All adults are appropriately trained in safeguarding pupils and know the procedures to follow if they have any concerns. Pupils stated that they feel safe at school and they had learned how to keep themselves fit and healthy. Records relating to safeguarding are maintained and stored securely. The governor with responsibility for safeguarding reviews the school’s practice and checks regularly that systems and procedures are effective.