The leadership team has maintained the good quality of education in the school since the last inspection. You have successfully embedded a pleasant, welcoming ethos. Portobello Primary is a cheerful, inviting haven for pupils and families. The large majority of parents and carers would recommend the school to others. They describe it as an ‘amazing’, ‘friendly’ place where ‘children are recognised as individuals’ and are ‘looked after and safe’. Staff have a genuine fondness and respect for pupils; they care deeply about pupils’ welfare and happiness. Similarly, pupils admire staff, finding them ‘fun’ and ‘encouraging’. They believe that teachers plan work that ‘is exciting’. Polite, gracious interactions are indicative of the mutually respectful relationships that abound. This positive atmosphere means that pupils across key stages behave well and conduct themselves sensibly in and around the environment. The previous inspection report challenged you to raise attainment in writing and improve the quality of teaching. You have been successful in tackling these recommendations. In both key stages 1 and 2, pupils’ outcomes in writing have, over time, been sustained slightly above national averages. Teaching, learning and assessment are good. Consequently, pupils’ outcomes in reading, writing and mathematics, overall, have improved. A higher proportion of pupils reached the expected standards in reading and mathematics in key stage 1 than was seen nationally in 2016 and 2017. In key stage 2, the proportion of pupils reaching the expected standard in all subjects improved in 2017 to be broadly in line with the national average. You have maintained a consistent focus on improving the quality of teaching, learning and assessment despite some turbulence in staffing since the previous inspection. Leaders’ support and challenge to staff is apt and well directed. You have ensured that regular, high-quality training is accurately based on adults’ individual needs as well as the school’s key areas for improvement. Leaders at all levels get into classes to examine the quality of teaching and learning taking place in subjects across the curriculum. Regular ‘book looks’ and honest, professional discussions about pupils’ progress and outcomes are a regular feature of leaders’ work with staff. Effective practices are celebrated and shared. You are not, however, complacent. You have correctly identified that the teaching, learning and assessment of writing and mathematics in the early years require closer scrutiny. Some adults’ expectations of what children can do and achieve are too low. Children in the early years do not have sufficient challenge in their writing or mathematical learning and tasks. Not all children, therefore, leave the early years fully prepared for the demands of the Year 1 curriculum. You also recognise that whole-school improvement plans need sharpening. While focused on the correct priorities, it is not always clear, for example, what success might look like or precisely how it will be measured. Also, you have noticed that not all leaders, particularly those responsible for foundation subjects, track pupils’ progress in a consistent manner. Some subject leaders are still learning their craft. They are developing the required skills and confidence needed to lead and manage their areas of the curriculum in the effective manner that you expect. Currently, some subject leaders’ action plans are not specifically focused on improving teaching and raising pupils’ outcomes. Together with governors, therefore, you are challenging as well as supporting leaders at all levels to hone their practice. Safeguarding is effective. The safety and welfare of pupils is at the heart of everything you do and you have ensured that the school’s safeguarding arrangements are effective and fit for purpose. You engage the expertise and skills of external partners, such as social care, police, and health professionals, promptly where needed. You are also tenacious in following up any concerns or issues that arise, insisting that other agencies take appropriate, timely action. Records are detailed and well maintained. As a result, the most vulnerable families and pupils receive the correct care and support. You have ensured that child protection is high on all adults’ agendas. You make sure that all staff receive regular safeguarding training and are fully aware of their responsibilities in terms of protecting pupils and keeping them safe. Consequently, governors and staff speak confidently about their duties; they know how to spot potential signs of abuse and understand how, and to whom, they must report any concerns or issues.