You and your leadership team have maintained the good quality of education in the school since the last inspection. Pupils feel safe and can articulate why they feel safe at Crossflatts Primary School. Parents agree that their children are happy and safe, and report that their children’s welfare is taken care of well. Pupils’ conduct is good at all times of the day, including at playtime, as they move around the school, and when they are in lessons. Your records show that bullying is rare and that there are very few incidents of inappropriate behaviour. Pupils are keen to do well; they work hard and participate well in lessons and there are few disruptions to learning. You and your team, including governors, understand the school well. You engage well with parents and the wider community. Parents say that they receive a lot of useful information about how well their children are doing. They feel that they also know how to support their children in their learning because of the help and advice you and your staff offer them. The pupils have a particularly positive view of their school and report that they are lucky to be in the school. They say that their school is unique in many ways and cite the opportunities they have to learn outside and to play and learn with the school’s animals. Clearly, these very exciting activities help pupils to enjoy their learning here. During our visit, we were interested to understand how well pupils who have special educational needs (SEN) and/or disabilities are served by your designated specialist resource in school. Our investigations found that the unit works well for the pupils who use it. This is because it provides them with specialist equipment and knowledgeable staff to support their learning and emotional needs. As a result of the good quality of this provision, pupils who have SEN and/or disabilities achieve well in school and are happy and safe. You have responded well to the one recommendation made at the last inspection, which was to further increase pupils’ achievement. The school has a wide range of facilities to ensure that pupils achieve well. The use of the outdoor space, as well as the Big Start activities that you hold at the start of each topic, ensure that pupils are engaged well in their learning. As a result, pupils develop their skills and knowledge well. Pupils know how to improve their work, particularly in their reading, writing and mathematics work, and so progress is strong in these subjects. Since the school’s last inspection, the ways in which pupils are tested have changed and the expected national standards have risen. In that time, you have worked effectively to ensure that your pupils meet these new, higher, standards and therefore you have successfully further increased pupils’ achievement. Safeguarding is effective. The safeguarding systems and procedures in place are fit for purpose and ensure that pupils are kept safe. Where pupils are at risk, staff know what to do and they know to whom they must report any concerns. This is because staff are well trained and this training is updated regularly, including when there are any changes made to government regulations. Governors also receive regular safeguarding training. Thorough checks are made on staff, which include checks to ensure their suitability to work with children and checks on their qualifications. These checks meet the legal requirements and the school keeps records of them. The school has a detailed record of any safeguarding matters which relate to pupils and you have very close links with a wide range of external agencies so that you can ask for their advice when necessary. Staff, pupils and parents are made aware of who they can speak to if they have a concern regarding the safety of a pupil. There are signs and posters around school with this information, as well as information on the school’s website. Inspection findings During the inspection, we wanted to understand how you ensure that disadvantaged pupils are supported. We were keen to see how the extra funding these pupils attract impacts on their outcomes. You have prioritised provision for these pupils and are careful to check that funding is being well spent. These pupils’ attainment and progress have improved in recent months and this means the gap in outcomes between these pupils and their peers in school is diminishing in certain year groups. However, as you are aware, this is not consistently the case. We were also interested to see how well the assessment system works to ensure leaders and teachers can identify underachievement and can plan to overcome any gaps in learning. We wanted to see how well this supports all groups of pupils, including disadvantaged pupils and those who have SEN and/or disabilities.