The leadership team has maintained the good quality of education in the school since the last inspection. You, together with the rest of the staff, have created a culture that has nurture and quality relationships as the bedrock of all you do. One parent spoke for many when stating staff ‘care about the whole child, knowing them as individuals and caring about them as a person’. This caring and nurturing approach means that pupils are well prepared for learning. You have created a ‘no excuses’ culture and successfully focus on helping pupils overcome potential barriers to learning. These high aspirations permeate throughout the whole staff. Staff realise that the buck stops with them if pupils are not achieving well. Your ‘impact conversations’ with staff regularly hold them to account for pupils’ progress. These are proving highly effective in empowering teachers and keeping teachers focused on making sure pupils make good progress. You have taken sensible steps to increase the involvement all teachers have in checking the quality of teaching across the school. This is helping teachers improve their own teaching, especially those who are teaching a new class. As a result, staff morale is very high and they rightly praise the quality of leadership across the school. You and your team have a detailed grasp of each pupil’s specific needs. You are also sensitive to the needs of the local community. As a result, you have created an engaging and exciting curriculum that is built around the needs of pupils. This provides pupils with an exciting and engaging curriculum and many ‘wow’ moments that they may otherwise not have. These include a wide range of trips and visits that help them learn about the world around them. Subject leaders have a clear grasp of what is working well and those areas that need to further improve. They effectively check on the quality of teaching and the progress pupils are making. They have played a valuable role in helping the school improve further since the previous inspection. Governors are rightly proud of their school. They live and breathe the vision to see all pupils overcome potential barriers to learning. As a result, they put the best interests of pupils at the heart of their decision-making. High-quality headteacher’s reports to governors enable them to ask challenging questions. However, governors do not just accept what they are told and regularly visit the school to form their own strategic view of how well the school is doing. Governors have a detailed grasp of how leaders are using additional funding. They have made sure that it is having a significant impact on pupils’ progress. Safeguarding is effective. Staff work tirelessly to ensure that pupils are, and feel, safe. Excellent relationships between staff and pupils mean that pupils feel confident in sharing worries or concerns they may have. Staff are mindful that risks to children could happen anywhere, including their school. As a result, staff remain vigilant and report concerns they have to the designated safeguarding leaders. Leaders are sensitive to the challenges and needs of their local community. Effective training has been provided in relation to child sexual exploitation, radicalisation and the Department for Education’s latest guidance ‘Keeping children safe in education’. Leaders take effective steps to check that staff have understood and follow the key messages from this training and guidance. Bullying is rare but is accurately recorded and carefully analysed. Leaders have created a range of effective strategies to help pupils report bullying, including visual ways for younger pupils to share their concerns with teachers. Older pupils are encouraged to talk to other pupils about how their actions make them feel. This approach is helping to prevent repeat incidents of bullying. Staff work well with a wide range of other agencies and professionals. They ensure that case files are up to date and have clear and detailed records of interactions they have with vulnerable pupils. Leaders have made sure that there are detailed and clear targets to improve vulnerable pupils’ attendance and progress. In spite of leaders using a wide range of rewards and sanctions to tackle attendance, leaders rightly recognise that attendance is still not good enough. Some pupils are regularly absent from school and this is having a negative impact on the progress they are making.