The leadership team has maintained the good quality of education since the last inspection. You have raised the aspirations of adults and pupils and established a nurturing atmosphere. As a result, teachers have increasingly high expectations of pupils’ achievement, and pupils develop very positive attitudes to learning. Parents rate the school highly. One parent said, ‘Staff go above and beyond to nurture individuals.’ This is typical of the view of many parents. Pupils are strongly engaged and interested in their lessons. They participate conscientiously, and often enthusiastically. Teachers aim increasingly high when planning what pupils will learn and pupils rise to these expectations. A broad, balanced and engaging curriculum, and a wide range of enrichment opportunities, contribute to pupils’ attitudes to, and enjoyment of, school. You and the staff have a secure understanding of the school’s strengths and weaknesses. Regardless of the improvements in attainment over the last few years, leaders are not complacent. They continue to build on past successes to improve pupils’ progress further. For example, improvements in the teaching of reading have raised the standard of pupils’ reading. An increased proportion of pupils exceed the expected standard in reading. Leaders are beginning to have success replicating this in writing and mathematics, subjects in which most pupils achieve the expected standards, but in which there is scope for more pupils to exceed these standards. Over the last two years, the achievement of children in the early years has been a little weaker than achievement of children of a similar age nationally. You and the early years leader are beginning to take effective action to improve children’s outcomes, particularly in reading and writing. There remain weaknesses in the extent to which the activities children access independently contribute to their learning. This is because these activities do not challenge children consistently well or help them to apply their developing knowledge. You ensure that the curriculum makes a strong contribution to pupils’ spiritual, moral, social and cultural development, for example through religious education (RE) and curriculum-themed weeks. As a result, pupils demonstrate tolerance, respect and open-minded attitudes to diversity. They generally have a welldeveloped knowledge of the cultures and faiths that they learn about, including those other than Christianity. However, pupils’ knowledge and understanding about gender diversity are limited. Therefore, there is scope to improve further pupils’ preparedness for life in modern Britain. The Pathfinder Trust has ensured, through professional support and challenge, that it has a clear picture of the strengths and weaknesses of the school. Trustees and trust leaders hold school leaders to account well. Collaboration between schools in the trust has contributed to the development of middle leaders in the school, and consequently, raised the standards pupils attain. Members of the local governing committee (LGC) bring the right sorts of skills and experience to their role. They are committed. They have an accurate view of the quality of education. The trust’s scheme of delegation helps the LGC to focus on the most important improvement priorities. Consequently, governors hold you and other leaders to account effectively. Safeguarding is effective. The leadership team has ensured that all safeguarding arrangements are fit for purpose. The record of safer recruitment checks on adults who are employed or volunteer at the school is complete and up to date. The school site is safe and secure. Thorough child protection records show that staff report and record concerns they have about individual pupils. Staff have been trained in their fundamental duties, including the ‘Prevent’ duty. However, records of training are not detailed, making it difficult for those responsible, including governors and the trust, to keep a precise check on which staff have had full and comprehensive training. Many parents commented on how caring and friendly the staff are. Pupils I asked all said that they had a trusted adult in school in whom they can confide. A very small minority of parents expressed concerns about bullying. However, pupils, who have a well-developed understanding of what bullying is, reported that bullying is rare and that adults deal with it effectively. Pupils’ positive behaviour makes a strong contribution to pupils’ safety. Pupils learn how to stay safe, including how to stay safe online.