The leadership team has maintained the good quality of education in the school since the last inspection. You have continued to ensure that providing a safe, caring and friendly place to learn is of the utmost importance. The respect and kindness pupils show to each other, and the support they get to be the best citizens they can be, is excellent. Parents and carers speak highly of the school’s dedication to listening to their children and of the time and care that staff take to address their needs. Grandparents too speak positively about the effective communication between home and school. Many were eager to be involved in the recent Grandparents’ Gardening Week. Leaders’ vision, as highlighted on the school website, to create ‘a broad and balanced curriculum that helps pupils to become successful learners, confident individuals and responsible citizens’ is quickly apparent when speaking to pupils. They enjoy learning because of the emphasis staff place on first-hand experiences and developing life skills. Pupils are proud of their school and everyone in it. They rise to their positions of responsibility, most notably their work as buddies to other pupils in school. This role is rightly seen as highly important to pupils’ well-being. Buddies said that the training they receive supports them in helping others. Pupils agree, and most said that speaking to a buddy would be their first port of call if they needed help or advice. Buddies are well trained in knowing when to get an adult to support them in this work. In your aim to continue to improve the school, you are receptive to advice and direction from external advisers, including those from the local authority. You have strengthened the school development plan, making sure that it contains clear priorities, so that everyone knows what needs to be done to improve outcomes for pupils. You have implemented a school assessment system that informs leaders of the proportions of pupils who are working at the expected standards for their age in reading, writing and mathematics. Leaders use this to successfully identify which pupils need further support to catch up with the national expectations. However, this system does not give you clear information about the progress that particular groups or classes of pupils are making. Therefore, you cannot be confident that pupils of all abilities are making strong enough progress from their starting points. You and governors know that this information would help you to be much more precise in your direction of support for pupils, particularly those of middle and higher ability. Leaders agree that work with other schools and their leaders will support your leaders and teachers in checking that these assessments are accurate. At the last inspection, you were asked to build on the existing strengths in leadership by developing the roles of middle leaders. All teachers now each lead an area of the curriculum. They are very keen to have an effect on the development of pupils’ skills in their subjects. They look for ways to link areas of learning in activities to deepen pupils’ understanding. For example, lessons in physical education include work about healthy eating and mental health and well-being. Several middle leaders have worked together to increase opportunities for outdoor learning. This has resulted in pupils being involved in community work, and has led to their achievement of awards such as the Lincolnshire Trust Young Environmentalists Award and the North Lincolnshire Best Kept School Garden. You agree that middle leaders have not all had the opportunity to fully check the progress that pupils are making in their subjects, through checks on teaching and school assessment information, and looking at pupils’ work. You were also asked to make sure that issues arising from the monitoring of lessons and pupils’ work are followed up to ensure more consistency across the school. Pupils’ current work in English and mathematics shows where leaders have directed particular improvement, such as teachers’ clear focus on grammar and reading comprehension skills, which is consistent across classes. Leaders’ checks on pupils’ recorded work are focused on the school’s improvement priorities. However, you agree that these checks do not always combine checks on the quality of teaching and teacher assessment information across the whole school. As a result, leaders’ knowledge of the improvements in their subject is heavily centred on the age group that they teach. Safeguarding is effective. Leaders have built a strong culture of safeguarding in the school. Adults and pupils understand that safety is of the highest importance. The leadership team has ensured that all safeguarding arrangements are fit for purpose. Leaders record concerns carefully and consult well with different agencies. The local authority provides clear systems, policies and structures for the recruitment of staff. It supports the school in completing some of the necessary checks.