The leadership team has maintained the good quality of education in the school since the last inspection. You and your leadership team have successfully created a culture of nurture and care for pupils and their families. Your desire for pupils to have the best education and life opportunities shines through your approach to everything that takes place in the school. You want every pupil to be the best they can be. Alongside your staff, you celebrate each pupil’s successes, whatever they are. You welcome every child from your local community, whatever their needs, to your very inclusive school. You know the school well. Where you have identified necessary developments, your actions have been effective and have led to improvements in pupils’ learning and progress. Subject leaders have successfully introduced new approaches to the teaching of English and mathematics. They have correctly identified the next steps they need to take to improve the quality of teaching and learning in their areas of responsibility. Subject leaders need to continue to develop their leadership skills to ensure that all pupils consistently use the new approaches and resources well. Although pupils enjoy the challenges they have been set as part of the new approaches to learning, they say they could sometimes work a little harder. Your governors are knowledgeable and hard-working. They care about the school, give generous amounts of their time, visit frequently and understand the school’s strengths and areas for improvement. They are highly supportive of you and your staff and have high expectations of you as a leader. However, the workload of the governors is excessive, because there are so few of them. This hampers their ability to be strategic, because most of their time is taken up with routine tasks. Pupils enjoy the school and the subjects they learn. They appreciate the staff and say that they will always help them with their learning. Some parents and carers raised concerns about pupils not behaving well in the school. Pupils said this was not the case. They say it is easy to make friends and that staff swiftly manage the small number of pupils who do not behave well. Behaviour seen during the inspection was good. Pupils play well together in the playground. They concentrate in lessons and are keen to learn. Parents are overwhelmingly positive about the school, particularly the care and support their children receive. One parent expressed the views of many when they said: ‘I am proud to have both my children at this school and couldn’t think of a better place for them to be.’ Parents appreciate and enjoy the links they have with the school. You encourage them to come to assemblies, which are well attended. Talking to parents at the start of the day, several told me they receive good information from staff regarding their children’s progress and that teachers always have time to talk to them. At the last inspection, you were asked to develop more opportunities for pupils to practise and develop their writing skills in a wider range of subjects. Your English leader has tackled this successfully. Pupils use their writing skills well to record their learning in their topic books and in other subjects, such as religious education. Safeguarding is effective. You place the highest priority on keeping pupils safe and do everything you can to provide additional support for families who need your help. All the relevant safeguarding checks and records are in place. You use a comprehensive induction package with new staff to ensure that nobody works with pupils until their safeguarding training has been completed. Adults are fully aware of how to report any concerns. Practice is strong, and staff monitor pupils carefully. Pupils, parents and staff agree that the school is a safe place. Pupils trust the adults who care for them and say that there is always someone they can talk to if they have any concerns. Pupils know how to keep themselves safe when online. Leadership is committed to improving pupils’ attendance. You firmly believe that regular attendance improves pupils’ learning and their life opportunities. Alongside your inclusion leader, you provide practical support to parents to help them get their children to school. This has resulted in improved attendance for those who have been persistently absent. Inspection findings  The inspection focused on: safeguarding and attendance; the progress pupils make in their learning; how well leaders use the money they are given to support vulnerable pupils: and the breadth and balance of the wider curriculum.