The leadership team has maintained the good quality of education in the school since the last inspection. Since the last inspection, the school has gone from strength to strength. You and the governing body have a deep and accurate understanding of the school’s strengths and weaknesses. You carry out detailed analyses of pupils’ performance to identify any patterns and trends. This helps you take effective actions to improve the school. This is a vibrant, happy school at the heart of its community. You go the extra mile to help each and every pupil to flourish. At whatever stage pupils join your school, you make sure you get to know the pupils and their families well. This helps new pupils settle quickly and make a success of their time at Crowton Christ Church. Your parents recommend your school wholeheartedly. As one parent summed up about her children: ‘They always want to go to school, they enter the classroom with a smile in the morning and leave school happy at the end of the day.’ Pupils love their friendly, welcoming and happy school. This is a school where pupils take care of each other, play and work well together and where every pupil can flourish. During the inspection, older pupils delighted in the youngest class’s performance of ‘Whoops-a-Daisy Angel’, their Christmas play. Your youngest pupils danced, sang and recited their lines confidently and proudly, in front of the rest of the school. Displays in classrooms and around the school celebrate pupils’ achievements, including paintings, pieces of writing and sporting trophies. Pupils and staff are proud to be a part of Crowton Christ Church. Since the previous inspection, you have taken effective actions to address the weaknesses in teaching identified by the inspector, particularly in Years 3 and 4. You have helped teachers to make better use of questioning, set more challenging work and ensure that pupils pay heed to their teachers’ advice. Since the previous inspection leaders have sustained pupils’ love of reading. Pupils talk articulately about their favourite authors and genres. The most able readers tackle challenging modern fiction, as well as classic literature, enthusiastically. You recognise the need to increase the range of texts available for pupils, particularly the most able, and are raising money to replenish your school library. Teachers plan a wealth of opportunities for pupils to write at length, edit and redraft work. This is helping pupils across the school to produce writing of a much higher quality than previously. Your teachers help pupils to develop their resilience to failure. Pupils are willing to have a go and learn from their mistakes now, which is helping them to be more successful learners. Pupils clamour to answer their teachers’ thoughtful questions, which check their understanding as well as moving their learning on. As a result of your actions since the previous inspection, standards in reading, writing and mathematics across school have improved. You have not shied away from challenging conversations with staff when their performance has fallen short of your high standards. Your teachers appreciate the time you take to provide them with positive feedback following work scrutinies, lesson observations and learning walks. However, they are keen for more individual advice about how they can improve their classroom practice further. Quite rightly, you have focused on raising standards in reading, writing, mathematics, computing and physical education. As we discussed, the time has come to extend the rigour of your English and mathematics curriculum design to science, humanities and the arts. Your current curriculum plans for these subjects need further development so that pupils build on their previous knowledge and skills. For example, pupils talked to me about how they struggled to label maps in geography and identify different food groups in science as they did not have the knowledge required to complete the tasks. Safeguarding is effective. Pupils and their parents agree that pupils are well cared for and safe. This is a school which knows its children and their families extremely well. You and your staff are quick to identify any concerns. You ensure that pupils and their families receive the support and help they need. Pupils are confident that they would talk to an adult in school if they were worried about anything. Pupils are certain any very rare incidents of bullying would be dealt with effectively by staff. You liaise well with other agencies and seek advice and guidance as appropriate.