The leadership team has maintained the good quality of education in the school since the last inspection. This is a school that enacts its core values of ‘developing children mentally, spiritually and physically in preparation for the experiences, opportunities and responsibilities of life’. Pupils and staff alike were pleased to show me what they were doing, reflecting a clear and shared sense of pride in their school community. You are successfully creating a culture where all staff are working together with a shared vision to provide the very best for every pupil. As a result, pupils are ambitious, enthusiastic and confident learners. Areas for improvement from the previous inspection have been effectively tackled. You were able to explain clearly to me the many strengths of the school, as well as the areas that still need to be developed. You and other senior leaders have evaluated the school accurately and have the capacity to make improvements successfully. Clear school improvement plans accurately identify the areas where more work is needed and you are tackling these effectively. You are rightly aspiring to become an outstanding school and are making strides in this direction. Safeguarding is effective. There is a strong culture of safeguarding at the school which is woven through all aspects of the school’s work. The single central record indicates that all required checks are made to ensure that staff are suitable to work with children. You ensure that staff receive the appropriate training, including training relating to protecting pupils from extremism and radicalisation. All the staff I spoke with understood the basic principles of child protection. As a result, they are vigilant and well aware of the actions they need to take if they think a child protection issue has arisen. Pupils are taught effectively about everyday risks and how to manage these in a sensible way. Pupils who I spoke to said that they felt safe in all parts of the school. They told me that any rare instances of bullying or name-calling are dealt with promptly and effectively. Pupils understand the behaviour policy and say that teachers use this fairly and consistently, so that there are very few disruptions to lessons. Pupils are alert to the dangers of using the internet and social media. Parents confirm that their children are safe, happy and well at school. Inspection findings You are providing strong, enthusiastic and effective leadership. You are well supported by capable and ambitious senior leaders and, together, you are continually and successfully improving outcomes. As a result, pupils are making good progress and enjoy learning together. Governors are a keen, committed and effective team who know the school well and provide appropriate support and challenge to you and your senior team. Their sharp focus on impact and meeting the agreed targets in the school improvement plan ensure that they hold you and other senior leaders rigorously to account. Pupils’ spiritual, moral, social and cultural skills are very well developed. This is reflected in their positive attitudes to learning and the respect and care they show to each other. Pupils enjoy participating in the performing arts, particularly in music. The school choir recently represented the school at the ‘Young Voices’ concert at the Sheffield Arena with great success. Pupils excel in writing. Writing is embedded throughout the curriculum and pupils display high levels of confidence in writing for a variety of purposes. Pupils’ work shows that they are provided with a good range of stimuli for writing. They use their technical skills of spelling, grammar and punctuation correctly and know how to apply the features of good writing across different genres. Pupils’ handwriting and presentation is neat and of a very high standard. Almost one third of pupils were working at greater depth in the writing assessment at the end of key stage 2 in 2016. Teaching is successful in helping pupils to develop a love of reading. Reading has a high profile around the school and pupils enjoy many opportunities to become familiar with different types of texts. However, reading standards at the end of key stage 2 are below those in writing, particularly for boys and disadvantaged pupils. You have rightly identified that teachers need to focus more on developing pupils’ inference skills from text to develop their comprehension skills at key stage 2.