The leadership team has maintained the good quality of education in the school since the last inspection, and is ensuring that the school continues to move forwards. Leaders have been particularly successful in making improvements to the school buildings and grounds, creating a bright and welcoming learning environment that staff and pupils are rightly proud of. Pupils are articulate, well-mannered and welcoming to visitors. They behave extremely well around school and on the playground, and relationships between adults and pupils are very positive. This was summed up accurately by one pupil, who simply said: ‘Everyone gets on really well together.’ Pupils display extremely good attitudes to learning. They listen attentively to their teachers, settle quickly to the tasks set for them and work hard. Pupils are happy that leaders take their views into account, for example when selecting new play equipment, and members of the school council are proud of the work that they do raising funds for local charities. Leaders have ensured that pupils benefit from a broad and well-balanced curriculum that allows them to develop their skills and knowledge across a wide range of areas. Teachers plan educational visits so that they enhance pupils’ learning, such as visiting the Roman site at Ribchester as part of their history work. Pupils are encouraged to carry out independent research, to use their English skills to write recounts and describe experiments in science, and to use maps accurately. Pupils benefit from the particular skills and knowledge of specialist teachers who lead learning in physical education, computing and music. The school also runs a wide range of extra-curricular clubs which give pupils further chances to take part in new and exciting activities, including drama, sports and cookery. You have successfully addressed the areas for improvement that were identified by the previous inspection. Outcomes in mathematics over time confirm that any previous weaknesses in the quality of teaching and learning in mathematics have been remedied. For the last two years the proportion of pupils reaching the expected level at the end of key stage 1 and key stage 2 has been above average. You have made sure that effective support is in place for pupils who speak English as an additional language. You have made good use of local authority services, but have also appointed a bilingual member of staff who works particularly effectively in supporting children in early years who arrive at school with limited knowledge of English. There is no sense of complacency though, and you and your fellow leaders have also secured important improvements in other areas. For example, the teaching of phonics in key stage 1 is very effective and standards have risen so that an aboveaverage proportion of pupils reach the expected standard in the phonics screening check in both Year 1 and Year 2. You have coped well with some unexpected and sensitive staffing issues, and have also successfully developed the skills and confidence of other school leaders, thereby ensuring that there is good capacity within the school to make further improvements. The leadership team’s evaluation of the school’s effectiveness is accurate, and you have plans to address any weaknesses that your careful tracking of performance data has identified. Leaders, including governors, also have a clear and ambitious vision for the school’s future, making sure that it continues to meet the needs of its families, the church and the growing local community. Safeguarding is effective. The leadership team has ensured that safeguarding arrangements are fit for purpose. You ensure that appropriate checks are made on staff, governors, volunteers and regular visitors to the school to make sure that they are suitable people to work with children. These checks are recorded meticulously. Staff and governors receive regular training covering different aspects of safeguarding. As a result, staff know exactly what to do if they are concerned about a pupil’s welfare. Leaders ensure that support is provided for vulnerable pupils and their families, either from the school’s own learning mentor or external agencies. Pupils are confident that they can talk to an adult in school if they are worried about anything. They understand how to keep themselves safe in different situations, such as when using the internet or crossing the road. Pupils say that bullying in their school is very rare, and they are certain that staff will deal with any incidents of bullying or misbehaviour that do occur. The great majority of parents who responded to the Parent View online survey agreed that their children were safe and behaviour was good at the school.