The leadership team has maintained the good quality of education in the school since the last inspection. Parents, carers and pupils have a positive view of the school for a number of reasons. Pupils feel safe and can explain why this is the case. Parents also believe that their children are happy and well cared for by adults. Leaders and teachers are approachable, and if there are concerns, parents and pupils feel that adults in school listen to them and respond appropriately. Behaviour is a strength of the school. Pupils conduct themselves well at different times of the day and demonstrate positive attitudes to learning. This means that pupils want to do their best and try hard in class. This contributes to the strong progress pupils make. It also means that behaviour rarely disrupts learning and that more serious behaviour incidents, including bullying, are rare. At the last inspection, inspectors made a number of recommendations to support further improvements in the teaching of writing. Inspectors suggested that all pupils across all keys stages, and especially boys, be given clearer guidance on how to improve their writing and that there needed to be a stronger focus on pupils using spelling, punctuation and grammar more accurately in their writing. Inspectors also recommended that pupils write at length more regularly. Since the last inspection, there have been some improvements in writing for different groups, including boys. This has been seen especially in the early years and at key stage 1. The school has also taken action to support pupils’ reading as a way to improve pupils’ writing skills. This has been a successful part of the school’s journey since the last inspection; reading attainment and progress have improved across the school and for different groups. The success has had an impact on writing outcomes, although it has been slower than expected in key stage 2 for different groups, including boys. Safeguarding is effective. The systems to keep pupils safe are effective. The procedures are regularly checked and updated to make sure that all adults work to keep pupils safe and well safeguarded. This means that staff and governors receive regular training and know what to do if they spot a concern or a concern is reported to them. Parents, staff and pupils are kept abreast of the school’s policies and practices through different events such as assemblies and training, as well as via the school’s website and the numerous posters around school. There are checks made on staff, including volunteers, to ensure that the adults are suitable to work with children and that they have the right qualifications for the roles they have. These checks meet legal requirements. Whenever there are issues reported, the school keeps detailed records and liaises closely with a range of external agencies to ensure that the right people are made aware of issues, and so the school can seek specialist advice where necessary. Inspection findings During the inspection, I wanted to understand how well boys’ needs are understood and met by teachers and leaders. This is because boys tend to do less well than girls in school. The school has seen this is an issue and has adjusted the curriculum to ensure that boys are fully engaged in their learning. As a result, boys’ attainment and progress are improving; this is particularly the case in the early years and in key stage 1. It is also apparent in reading and mathematics across the school. In writing, attainment and progress are getting stronger for boys, although they are still lower than seen nationally. I was also interested to see how well disadvantaged pupils and those with special educational needs and/or disabilities (SEND) do in school. Disadvantaged pupils have not always done as well as their peers, historically. However, both of these groups are doing well. Their needs are well understood and very closely considered. At various points in the year their progress is checked, and where support is needed, this is provided and is effective. In addition, there is real expertise in the school to support the varying needs of these different groups of pupils. Different adults, including leaders, have been well trained and are given time to focus on individual pupils so that where these pupils need more support, the support provided is bespoke and effective. As a result, these pupils make strong progress and demonstrate positive attitudes to learning. I was interested to understand how the school maintains high levels of attendance, as it has done for many years. There is also a very low rate of persistent absenteeism in school. Pupils enjoy school and feel very safe and happy in school, as they report and as behaviour records show. Therefore, they are very pleased and willing to go to school every day.