The leadership team has maintained the good quality of education in the school since the last inspection. Leaders’ accurate evaluation of the school’s work clearly directs priorities for development and leads to improvements. This is the second time that Ofsted has judged the school to be good. Congratulations to you and your staff on this achievement. You have just returned to work after maternity leave and your deputy headteacher had stepped up in your absence. Leaders, including governors, demonstrate the capacity to sustain improvement and maintain good standards in your absence. Leaders have effectively tackled weaknesses identified in the previous inspection report. As a result, the percentage of pupils attaining the higher standards in key stage two has shown a significant increase this year. Determination for pupils to succeed is embedded across the school. Staff use ‘Learning Ladders’ as an additional assessment tool to monitor pupils’ progress and to set targets and challenges. As a result, pupils and staff have clarity about the next steps in pupils’ learning. Pupils and parents speak highly of ‘Learning Ladders’ and a joint working ethos is being developed between home and school. Your staff speak highly of you and they share your vision and determination to improve standards across the school. Middle leaders thrive on the opportunity to develop their skills further and feel empowered in their roles. Parents and carers speak highly of the school and are proud of its work. In the survey, all parents who responded confirmed that they would recommend the school to another parent. Safeguarding is effective. Your leadership team ensures that safeguarding is given a high priority across the school so that all staff understand the key role they play in keeping children safe. Staff are knowledgeable regarding safeguarding issues. They know the schools safeguarding systems and procedures thoroughly. Staff understand exactly what leaders expect them to do should any safeguarding issues arise. Strong and detailed record-keeping systems are in place. Should any concerns arise, staff who have specific safeguarding responsibilities take swift and effective action. You have built very effective partnerships with outside agencies in order to safeguard pupils. Your leaders are aware of local issues which could lead to safeguarding concerns. They are prepared and aware of what needs to be done. You make sure that staff training is regularly updated. Staff receive annual safeguarding training. They also have a secure understanding of radicalisation and extremism. Governors demonstrate a good understanding of safeguarding. They have annual training days to keep up to date. School leaders are trained in safer recruitment and follow these requirements. Leaders offer guidance to families and provide links to relevant agencies to support families in need of support. During informal discussions with pupils, they told me they feel safe in school and are able to talk to adults about any worries. Staff and pupils have warm professional relationships. This was observed throughout the school. Parent discussions confirmed their confidence in the school in keeping pupils safe. Inspection findings We agreed that during the inspection I would look in particular at how you challenge pupils in their learning, including challenge for most-able pupils in writing. In the early years, children are challenged through their learning of phonics. Activities provided take into consideration all ability groups and they extend mostable children in their learning. Pupil discussions across the school demonstrates that they are able to talk about their learning using complex technical vocabulary relevant to individual subjects. In books sampled across different age groups, the work in them demonstrates teachers’ growing ability in planning the next steps for learning for all pupils. As a result, there is evidence of pupils’ reasoning skills being challenged successfully.