The leadership team has maintained the good quality of education in the school since the last inspection. You, your senior team and governors lead a school in which pupils are happy and keen to learn. Your leadership team supports you well and shares in your strong determination to bring about further improvement. Many parents comment positively about the school’s work, highlighting the good progress that their children make, how approachable the teachers are and how well prepared their children are for secondary school. The great majority of parents would recommend the school to others. All of the staff who responded to the online survey feel proud to work at Manor Primary and many say that the school has improved since it was last inspected. You and your governors lead a motivated staff team who are appreciative of the high importance you place on their professional development and the support they receive to accomplish their career aspirations. Staff thoroughly enjoy working at the school and parents are appreciative of the strong relationships forged between pupils and teachers. One parent commented, ‘The staff are brilliant and get to know the children well.’ The school’s motto ‘making people successful’ is exemplified by the progress that many pupils make. Many join the school with below-typical starting points. By the time pupils leave Manor Primary, they are well prepared for their secondary schools, having caught up and achieved the standards expected for their age. Some exceed and achieve high standards. Unvalidated performance information in 2017 shows that many pupils attain the standard expected for their age in reading, writing and mathematics. Nevertheless, you rightly recognise that further improvement to the teaching of writing is now needed, so that more higher-ability pupils make rapid progress and achieve at greater depth, particularly in key stage 1. You have maintained the strengths identified at the last inspection. The curriculum is highly engaging and planned well to appeal to pupils’ interests. Motivating topics inspire pupils to use their language skills to discuss and debate with proficiency. For example, in an art and design lesson, Year 3 and Year 4 pupils could confidently share their preferences when considering the work of different famous artists. Furthermore, secure, trusting relationships between adults and pupils lay foundations for successful learning. Pupils feel valued as individuals and this gives them confidence as learners. You have also addressed the areas for improvement that inspectors identified previously, including raising the quality of teaching. Pupils make good progress and are well supported in class. They are adept at asking for help when needed. Pupils told me that they have every confidence that, when required, adults explain things clearly and help them improve their work. In addition, you have overhauled leaders’ own evaluation of school performance. Leaders have a clear and accurate view of the strengths and relative weaknesses of the school because they use a range of available information to build a picture of quality. Furthermore, robust and regular monitoring of all aspects of the school’s work gives you and other leaders an accurate view of areas requiring further development. However, greater precision is required in order for leaders and governors to evaluate fully the difference additional funding makes to the achievement of disadvantaged pupils, including the most able disadvantaged. Safeguarding is effective. Safeguarding is at the top of leaders’ and governors’ agendas at all times. The leadership team has ensured that all safeguarding arrangements are fit for purpose, and records are detailed and of high quality. Designated leaders and governors are well trained and are up-to-date with the latest guidance. Staff know and understand their responsibilities well. For example, staff share a comprehensive understanding of the government’s ‘Prevent’ duty and know how to refer concerns as and when appropriate. Leaders work systematically and methodically to ensure that pupils receive the help they need if and when required. For example, leaders make significant use of the education welfare service and use a variety of professionals to support families with a variety of needs. Leaders are tenacious in ensuring that pupils attend regularly in order to get the most out of school. Leaders exploit all avenues available to ensure that, in a minority of cases, pupils who are persistently absent attend more frequently. Consequently, many pupils improve their attendance and pupils’ attendance overall is broadly average.