The leadership team has maintained the good quality of education in the school since the last inspection. Following the school’s conversion to an academy in 2014, you and the governing body took the opportunity to reorganise leadership roles and responsibilities. You appointed a head of school and recruited two new senior leaders with expertise in early years and in special educational needs. This has strengthened leadership and helped to sustain the drive for improvement. Your approach to improving the quality of teaching is effective. You believe that the school should be a professional learning community. The staff bring this vision to life. They take full advantage of the many professional development opportunities available to them. These include involvement in national research projects, individual teaching support programmes and routine opportunities to learn from outstanding teaching within and beyond the school. A culture of professional learning and continual improvement is very evident across the school. At the last inspection of the predecessor school, inspectors identified a need for all leaders to develop fully the skills of monitoring, evaluating and improving the work of the school. They also recommended that leaders introduce systems for checking pupils’ achievement in all subjects. You have fully addressed both of these areas. Middle leaders are now more accountable for improving the quality of teaching and learning, including coaching and mentoring staff. They lead weekly meetings that focus on pupils’ learning and progress. This ensures consistency of high-quality teaching across the school. Subject leaders have introduced effective systems for checking pupils’ achievement across all subjects. There is a rolling programme in place for teachers to share and discuss their judgements about pupils’ learning. This has helped teachers to improve their subject knowledge across the national curriculum. It has also helped them to have a clear view of the progress that their pupils make and be clear about what pupils need to do next in order to improve their knowledge and skills further. Leaders have prioritised improving the teaching of writing and have organised effective training for all staff. You have rightly identified the need to support pupils’ communication and language skills as part of this work and actions taken have had a positive impact. Staff use questioning effectively to encourage pupils to express their views and use new vocabulary confidently. Teachers plan many opportunities for pupils to write extended pieces of work across a wide range of interesting topics such as the history of Worcester and the Civil War. At the end of Year 6 in 2016, standards of writing were in line with the national average. You continue to work to ensure that the most able pupils are given suitably challenging tasks and have opportunities to write at greater depth and achieve higher standards in writing by the time that they leave the school. During this short inspection, I focused on a small number of key aspects of the school’s work. I considered how well the school ensures that children reach a good level of development by the end of early years. I also looked at how well teaching challenges the most able in reading and writing. Safeguarding is effective. The leadership team has ensured that all safeguarding arrangements are fit for purpose. Your commitment to safeguarding is characterised by the staff’s vigilance in identifying any concerns. This is coupled with the care and attention to detail that you show in your swift responses and robust follow-through. As one member of staff commented: ‘Everyone in our school has a role to play in keeping the children safe. We put this at the top of our list.’ You organise frequent external safeguarding audits, reviews and risk assessments. Any recommendations are actioned quickly. The governors’ safeguarding scrutiny committee plays an active role in this. Together, you ensure that pupils benefit from a close-knit network of support between school, external agencies and community services. A programme of personal, social and health education lessons provide many opportunities for pupils to develop their understanding of how to keep themselves safe in a range of real-life situations. This includes safety when using the internet. The e-safety notice board is a useful source of information for pupils and parents. Pupils were eager to refer to it when discussing their understanding of e-safety with me during the inspection.