The leadership team has maintained the good quality of education in the school since the last inspection. Since joining the school in September 2016, you have led with clear passion and determination to ensure that the school builds upon its strengths. You are ably supported by your deputy headteacher and other senior leaders. Together, you have an effective understanding of the school’s strengths and weaknesses. You listen carefully to good advice from your local authority’s adviser and are acting effectively upon your detailed plans to secure even stronger outcomes for pupils. You have quickly gained the trust and support of your staff. The vast majority state you do all you can to ensure that they are motivated, feel respected and are effective in their roles. Pupils enjoy learning at Claytons Primary School. They say that the teachers ‘are the best’, and that staff ‘look after us really well’. They understand that you have high expectations of them and appreciate, therefore, why ‘teachers are strict, but in a really good way’. Pupils hold the nurturing support provided by your learning support assistants, in their role as ‘koalas’, in particularly high regard. If ever pupils have any worries, they state that the ‘koalas’ will ‘always do the right thing to help them’. Parents are supportive of the school too. One comment, typical of many, stated, ‘My children are very happy and love going to school. They don’t like being ill and missing out.’ Leaders have addressed successfully the areas for improvement identified at the last inspection. Science has a clear prominence within the curriculum and pupils develop their scientific skills effectively. The recent ‘science week’ provided fun and informative opportunities to develop pupils’ knowledge and understanding further. Middle leaders demonstrate good capacity to lead their areas of responsibility. They show strong capability to monitor and assess pupils’ progress, and to influence improvements to teaching and learning in their individual subject areas. Current pupils are making good progress. The large majority of children have achieved a good level of development in the early years, this year. Most pupils in Year 1 and Year 2 have reached the standard expected for their age in phonics. In key stage 1 and key stage 2, a large majority of pupils have made strong progress in reading, writing and mathematics. However, more pupils in key stage 2 are capable of working at the highest standards in writing. Similarly, some pupils in key stage 1, particularly those who are most-able, are not yet making accelerated progress in mathematics. Leaders are aware of this, but more needs to be done to ensure that a greater proportion of pupils achieve the highest standards in writing and mathematics. Disadvantaged pupils are achieving well. Leaders provide effective support that is intended to meet pupils’ individual learning needs. However, leaders are not yet evaluating fully the effectiveness of strategies that support disadvantaged pupils’ social and emotional needs. As a result, leaders, including governors, are not able to demonstrate convincingly the full impact the pupil premium grant has on improving outcomes for this group of pupils. Safeguarding is effective. You ensure that systems to keep pupils safe are robust. For example, when recruiting new staff all appropriate employment checks are made and recorded accurately on the school’s single central record. Good quality safeguarding training is an integral part of the induction of all new staff, with regular updated information provided for the whole staff team, whenever necessary. As a result, everyone knows what actions to take to safeguard children. Pupils develop a strong understanding of how to be safe. For example, they shared their effective knowledge of e-safety and know not to share personal information online. Pupils understand that they must keep their online passwords secret from anyone but a trusted adult, and that sharing pictures of themselves on social media can pose a risk. Pupils expressed an accurate understanding of what bullying is, and knew what actions to take if they had any worries or concerns. They told me that bullying rarely happens at Claytons Primary School. Leaders keep detailed records of any poor behaviour. These show that they manage the rare bullying incidents swiftly and successfully.