The leadership team has maintained the good quality of education in the school since the last inspection. Working alongside a talented and supportive governing body, your skilful leadership has brought about improvements to teaching and learning. There is a tangible drive and sense of urgency to provide high-quality opportunities which allow pupils to thrive, an ambition shared by all staff. You have identified and evaluated the school’s strengths and current priorities, and detailed further actions to address these priorities in the comprehensive and perceptive school development plan. You have brought an experienced and steady hand during recent changes in leadership. Improvement in the quality of teaching, learning and assessment is now accelerating quickly the rates of progress of current pupils across the school. You, governors and other school leaders keep a close eye on the quality of teaching. You have empowered the leaders of mathematics and English to take full responsibility for their subjects, which has brought a fresh focus and energy to improving provision. You acknowledge that the many whole-school initiatives and strategies to further improve teaching are not yet fully impacting on outcomes for pupils in reading and mathematics, mainly in key stage 2. Pupils’ excellent attitudes to learning and good relationships with adults remain key strengths of your inclusive school. Pupils develop good citizenship skills, being keen to take on responsibilities through roles such as ‘class monitor’, looking after the school hens and being a member of the eco-warriors or the school council. They take great pride in the well-ordered school environment both inside and outside, benefiting from quality displays in classes and shared areas. Pupils’ behaviour in class and around school remains exemplary. They take great pride if chosen to wear the ‘special person’ badge for the day. Pupils’ attitudes to learning are excellent, and most are very eager to work hard. The school has many strategies to encourage and celebrate pupils’ regular and punctual attendance, including the work undertaken by the family support worker and a range of class and individual prizes. However, you recognise that currently these are having minimal impact on improving the attendance of a large group of pupils, including disadvantaged pupils, some of whom are regularly and persistently absent. At the previous inspection, leaders were asked to improve the quality of teaching so that it was of a consistently high standard across school. This has been tackled with resolve. Pupils speak enthusiastically about the opportunities they have to respond to teachers’ feedback, completing further challenges to consolidate their learning. Teachers’ expectations of pupils are very high. There are many opportunities for pupils to write, completing activities linked to their topic or the class novel. Pupils in Year 4 wrote at length to describe the digestive system, while Year 6 pupils explained how the centaurs felt about Jason, using a piece of text from ‘Jason and the Argonauts’. You recognise the benefits of team working to develop your staff members. You provide regular opportunities for staff to refine their skills by working in small groups with others who demonstrate good practice. As a result, continual improvements are made to increase the quality and consistency of teaching. Safeguarding is effective. In your role of designated safeguarding leader you ensure that policies, procedures and records are of high quality and up to date. Summary records of incidents of concern are meticulously kept using the new online system. The recent safeguarding audit by an external consultant highlights the school’s strength in this area, acknowledging leaders’ determination to leave no stone unturned in its duty to keep pupils safe. There are very few records of behaviour incidents or alleged bullying and the pupils with whom I spoke categorically stated that no bullying happens at Harlow Green Primary. Each class teacher maintains a behaviour incidents file, which records very minor and occasional misdemeanours. All staff are appropriately trained and have access to well-written policies and guidance. As a result, they have a secure understanding of their individual responsibilities for safeguarding. Pupils are very knowledgeable about bullying and e-safety. Pupils know how to stay safe and free from worries while in school. They understand how to avoid situations that may prove dangerous when not at school.