The leadership team has maintained the good quality of education in the school since the last inspection. Since taking up your role two years ago, you have led effectively with optimism and determination. You are ably supported by your deputy, governors and other leaders. Leaders work productively with each other to raise further the quality of teaching and learning. They do this well because you have created a vivid, shared vision of learning at Fair Oak Junior School. Underpinning this vision is a set of compelling values that you have introduced to the school. You have identified what you believe to be the most crucial among them, which is that all staff must have the highest expectations of all pupils. Your fundamental aim has been to provide your pupils with outstanding learning opportunities. Your staff, because of this approach, successfully deliver a curriculum that is focused on learning experiences that balance academic learning with pupils’ social and emotional development. Since the last inspection, you and your team have addressed the areas for improvement. In particular, you have worked together to revitalise teaching and learning throughout the school. You have introduced several initiatives to improve rates of progress for pupils. Key developments have been the new approaches to mathematics and English learning. These innovations have had a positive effect on the progress that pupils are now making, especially within mathematics for Years 3 and 4. You have introduced a rich raft of activities to foster pupils’ deep understanding of diversity. An example of the ambitious and bold approach you have taken is the week- long visit of pupils from China to Fair Oak Junior School. Observing the activities laid on for the visitors, I was able to see at first hand the commitment that you have made to opening a door onto the world for your pupils. This example is typical of the school’s efforts to widen pupils’ horizons. You have adapted the learning environment at the school so that pupils’ interest and imagination are captured. The ‘Corridor of Curiosity’ exemplifies the approach that staff have taken. Pupils relish the objects to discover. They also welcome the invitation to learn more. Every effort is made to provide pupils with engaging and stimulating resources to foster their curiosity. Pupils value the opportunities that are provided to broaden their learning, describing their teachers as ‘amazing’ and the school as ‘fun and unique’. Pupils are happy at school. They describe the school as ‘completely and utterly phenomenal,’ which conveys well the enjoyment that they take in their learning. Pupils of all ages can talk in detail about what they learn and how they are improving. They embrace challenges in their learning and often help each other to solve problems. They rarely lose their concentration in class. This is partly because the activities are so stimulating and partly because they have such a positive attitude towards their learning. Pupils’ behaviour at the school is of a very high standard. They take on board the school’s focus on manners. They are always polite and courteous. They respect each other and work supportively together in class. Pupils are very aware of the importance of accepting difference. In their school, they are clear that everyone is treated equally, regardless of their circumstances. Pupils’ well-developed attitudes towards equality and fairness are underpinned by the open-minded ethos you have created at the school. Parents and carers, too, are very happy with the education that their children receive. Typical of their comments about the school is the following view expressed by one parent: ‘This is a superb school. The teaching is first class, with staff going beyond the call of duty to ensure a fulfilling and enriching education.’ Safeguarding is effective. The leadership team has ensured that safeguarding arrangements are fit for purpose. Staff are fully committed in their work to keep pupils safe. Policies and procedures are kept up to date and shared with staff on a regular basis so that all are clear about how to respond to any safeguarding concerns. School leaders act quickly to any referral. They work effectively with a range of agencies in their efforts to meet the needs of their pupils. Leaders are determined in their support for children and are persistent when they need to escalate concerns. Pupils feel safe in the school and can readily describe the ways in which the school helps them to keep safe. For instance, pupils can explain with confidence the ‘Zip it, block it, flag it’ strategy for keeping themselves safe online. They are adamant that bullying is rare and swiftly resolved if it happens. Pupils know that that they can seek help from the adults in the school. They consistently refer to their experience at school as ‘fun and safe’.