The leadership team has maintained the good quality of education in the school since the last inspection. You became headteacher in September 2016 and your deputy headteacher took up her role in September 2017. The local authority provided you with effective support during the early stages of your leadership, but this is no longer needed. You have developed effective strategies to challenge some underperformance by staff and to address some dips in pupils’ achievement. I will report on these in more detail later in this letter. You have been mostly successful in addressing the areas for improvement identified at the last inspection. Leaders provide opportunities for pupils, particularly in key stage 1, to produce a range of writing of good quality in subjects other than English. These include writing reports about investigations in science, for example. Most-able pupils show that they write using skills that demonstrate an ability to work at greater depth. In Year 1, for instance, they incorporate more complex structures for their age, such as, ‘He began carving a puppet.’ Historical assessment information shows that, by the end of Year 2, typically a larger proportion of pupils have attained at greater depth since the previous inspection. The progress in writing of most current pupils is good. This is because you have developed their use of adventurous vocabulary and more advanced sentence structure. There is now scope for leaders to embed their changes to enable more pupils to attain at greater depth by the end of Year 2. You have successfully resolved the issues identified around leadership and management. You and your deputy headteacher are dynamic and form an effective team. You have a secure view of the school’s strengths and areas for development. Plans for improvement are clear and measurable and identify required actions accurately. Leaders of subjects, including those other than English and mathematics, carry out purposeful checks on the quality of teaching and learning in their subjects. They feed back areas for improvement to members of staff. This helps staff to improve their practice and search out additional help if required. Evidence from books shows that pupils successfully acquire knowledge, skills and understanding in a range of subjects. Teaching and pupils’ progress are good. You and your team have established a warm and welcoming learning environment that is underpinned by the school’s clear Roman Catholic ethos. You are effective in supporting pupils’ self-esteem by celebrating, in various displays, the best of their work. An impressive collection of trophies for victories in netball and football tournaments, among others, adorns the entrance to school and celebrates success in competitive sports. The pupils to whom I spoke said that they very much enjoy coming to school. Throughout the inspection, pupils showed themselves to be very well behaved, with strongly positive attitudes to learning. They are polite and articulate. You provide breakfast and after-school clubs, which help to support parents and carers and give the pupils who attend them a good start to the day. Your staff ensure that they supervise pupils effectively. They provide them with plenty of interesting activities, including outdoor games, art work and opportunities to use computers. Bullying is extremely rare, including racist and homophobic bullying. Leaders are proactive in promoting an anti-bullying message through a range of activities, such as special assemblies and themed books that teachers share with pupils in class. Members of staff are very positive about their work in school and morale is high. They especially appreciate the training that you provide, saying that it helps to develop them as professionals. Parents were overwhelmingly positive in their responses to Parent View, Ofsted’s online survey. Typically, they reported that they are extremely pleased with the quality of education that the school provides and noted the ‘brilliant out-of-school activities’. The local authority, through its local consortium structure, and the archdiocese provide effective support to leaders. They have an accurate view of standards in the school and are rightly confident in the capabilities of you and your senior leaders.