The leadership team has maintained the good quality of education in the school since the last inspection. You and your team have taken effective action to address the areas for improvement from the previous inspection, although you acknowledge that there is more to do. Additional improvements that you have made, particularly concerning attendance, have added to the improvements in pupils’ outcomes at all key stages. Your work to improve the way that teachers check on what pupils know and can do has helped to improve outcomes for pupils. However, the checks that teachers and other adults make are not consistent across all classes. You recognise that you should continue to share good practice to ensure that staff develop this further. You have developed subject leadership very effectively since the previous inspection. You give subject leaders space and time to lead their subjects effectively. Leaders and governors base their plans for future development on a sound understanding of pupils’ progress, the quality of teaching, checks made on teaching and learning and on research evidence. Subject leaders value the opportunities that you give them to develop professionally and to find out what works well in their subjects. They have a good understanding of how well pupils are doing and have clear plans for what needs to improve and how they will address this. There is a real team effort to improve outcomes for all pupils. Teachers use questioning effectively to assess pupils’ understanding. They use pupils’ responses to develop learning further. However, this is inconsistent across the school. Teachers are beginning to develop pupils’ mathematical understanding and pupils’ outcomes in mathematics have improved. However, the most able and middle-ability pupils are not challenged consistently to reach the higher standards in key stage 2. Added to this, there are more opportunities to develop further pupils’ skills in investigating numbers and number patterns, particularly in key stage 2. Governors are committed to the further development of the school. They use their skills to support and challenge leaders and they have ensured that they keep these skills up to date. Governors have faith in you and your leadership team to continue the improvement journey. Governors and staff particularly appreciate the clear systems and processes that you have put in place and the high level of support that you give to everyone. Pupils are happy in this caring school. They live by the school’s values, which ensure that all are welcome, catered for, prayed for and respected. Pupils behave well around the school and in lessons. They show a high degree of care and respect for adults and for one another. However, leaders recognise that occasionally pupils become restless and learning slows when teachers do not move quickly enough from one part of the lesson to another. Safeguarding is effective. Governors ensure that all policies and procedures are in place, including the required checks on teachers and governors. Training for staff is comprehensive and up to date. You demonstrate a determination to ensure that pupils are kept safe and your dedicated team supports you well. Consequently, all safeguarding arrangements are fit for purpose and records are detailed and of a high quality. Inspection findings Pupils benefit from good teaching at all levels. Your staff use their good subject knowledge to ensure that teaching is matched well to pupils’ needs. Consequently, most pupils, including those who have special educational needs and/or disabilities, make good progress from their starting points across a range of subjects. Disadvantaged pupils make similarly good progress. A key line of enquiry for this inspection was the effectiveness of leaders’ actions to increase the rate of progress in mathematics for the middle-ability and the most able pupils. Pupils’ basic calculation skills are secure across the school. Most pupils are working at the standard expected for their age. In key stage 1, adults give pupils opportunities to investigate and play with numbers and to explain their mathematical thinking. For example, adults challenged pupils to work out the different combinations of sheep in fields if a farmer has 30 sheep in three fields and the sheep must be in multiples of five. Pupils were able to use their knowledge of the five times table to work out their response. Leaders acknowledge that teachers do not routinely offer the same opportunities in key stage 2. Another line of enquiry was the rate of pupils’ progress in reading at key stage 2.