The leadership team has maintained the good quality of education since the school’s last inspection. You set high expectations of pupils and staff and have established a culture of ‘always doing your best’. Your vision of a strong and caring ethos is realised and is based around your values of love, peace, friendship, forgiveness, trust, perseverance, thankfulness and justice. These values have a positive influence on behaviour and relationships across the school. You ensure that the school is at the centre of this community and you work tirelessly at enabling parents to become confidently involved in their child’s education. Parents recognise your drive to raise aspirations for their children. This is a school where every pupil’s progress and personal development is important. You track pupils’ achievement effectively, using a range of methods. You identify underachievement accurately and then make sure pupils receive the extra help they need to catch up. Senior leaders check the impact of interventions in a timely manner. As a result, the vast majority of pupils at the school make good progress. Precise targeting of pupil premium funding ensures that there are no significant differences between the achievement of disadvantaged pupils and others. Overall, pupils’ behaviour is good. They respond sensibly to the clear expectations communicated in the behaviour policy. The well-structured behaviour management systems help pupils to develop responsibility for their own behaviour; this is evident in the classrooms. The online questionnaire, Parent View, indicates that a small number of parents are concerned about behaviour. During my visit, there was clear evidence of pupils playing cooperatively and sensibly on the playground and they are well supervised. Pupils said that they enjoy school and feel supported in lessons. At the time of your last inspection, the report noted many strengths of the school, including recognising that standards in English and mathematics had risen. It also identified a need to improve opportunities for pupils to use their literacy and, especially, their numeracy skills in other subjects across the curriculum. Leaders have addressed this effectively. Literacy and numeracy skills are being taught and developed well across the curriculum. A portfolio of high-quality writing across the curriculum is in place to provide planning guidance and support for teachers. You have identified clear priorities for the next stage of improvement and are beginning to take the right steps to improve them. You know that the most able pupils will only make rapid progress in lessons if expectations are higher and pupils are stretched and challenged. You are aware that the quality of pupils’ handwriting is inconsistent across the school and you are working with senior leaders in the school to address this issue. Safeguarding is effective. Pupils feel safe at school and most parents are satisfied with how the school cares for their children. Pupils know how to keep themselves safe and could talk about it confidently during the inspection. They said they had recently received some esafety training and this had changed their online habits. Staff receive regular and relevant training about safeguarding; policies and processes are well embedded and staff have a full understanding of how to raise concerns. Any necessary actions are taken without delay and are followed up in an efficient manner. Staff receive training about keeping pupils safe from the dangers of radicalisation and extremism. The school works well with external agencies. School leaders and governors have ensured that all safeguarding arrangements are up to date and records are detailed. Good communication and effective support for vulnerable parents are strengths of the school. Inspection findings During this inspection, I looked at: attendance levels of disadvantaged pupils; progress of the most able pupils; progress that key stage 2 pupils make in mathematics and the quality of pupils’ handwriting. The majority of pupils attend well and this is celebrated in assemblies. High levels of absence from a very small group of pupils disproportionately affected last year’s attendance rates. The current picture is significantly improved, with attendance rates on or above national averages. The attendance of disadvantaged pupils is in line with all pupils nationally. The school has effective systems in place to quickly identify poor attendance and staff deal with it quickly and effectively.