The leadership team has maintained the good quality of education in the school since the previous inspection. You and your senior leaders have a clear and ambitious vision of what you want to achieve in the school, what to improve next and how to accomplish it. Leaders’ actions have led to rapid and necessary improvements in reading, writing and mathematics, where standards are now consistently high. The Saffron Academy Trust offers a wealth of support, such as training and coaching for teachers, which has strengthened the school’s leadership still further. Leaders have created a strong ethos in which pupils learn to live the ‘6Rs’, the values which lie at the heart of the school’s work. All the pupils I spoke to were keen to tell me how they exemplify the ‘6Rs’, such as how they grow ‘successful relationships’ through listening respectfully to each other. The comments in Parent View, Ofsted’s online questionnaire, show that parents and carers fully support the school’s chosen approach. One parent, summarising the views of many, said: ‘The 6Rs are a great way to recognise great behaviour and we have even used these at home.’ Parents value the opportunities to be as involved as much as possible in their children’s learning and school life and all believe that the school is well led and managed. In particular, they value the ‘fantastic learning experiences’ offered to pupils, the staff who ‘go above and beyond’ and the headteacher who ‘doesn’t miss a beat and appears up-to-speed on all matters’. Senior leaders listen carefully to staff and encourage them to follow their professional interests, such as through taking part in research which helps them to improve their teaching. Leaders ensure that staff take part in regular well-organised staff training so that they are well equipped to bring about improvements in their chosen areas. For example, a rigorous programme of training in the teaching of writing has led to pupils making strong progress in this subject from their starting points. All those staff who responded to Ofsted’s questionnaire said that they are proud to work at the school and agree that leaders support them well in their work. Senior leaders are committed to working with a range of partners in order to broaden expertise within the school. For example, they welcome the many opportunities offered by the trust such as visits by pupils to Saffron Hall to take part in music and dance workshops. Leaders actively seek to learn from best practice, and are keen to take part in external projects such as the ‘What Works Well’ project run by the London Institute of Education through the Saffron Alliance. Leaders regularly share good practice with the cluster of local schools, such as acting as the lead school in a project to raise achievement in mathematics. Governors are well organised and take their roles seriously. They see the effect of leaders’ actions at first hand through regular visits to the school and are not afraid to hold them to account. They have a good understanding of what the school’s strengths are and what must improve next. They are properly informed and appreciate the honest flow of information from leaders in helping them to carry out their roles effectively. At the time of the previous inspection, leaders and governors were asked to ensure that learning activities are at the right level of difficulty for pupils so that they can make good progress. Pupils’ books show that learning activities are matched well to their needs in English and mathematics. Feedback from teachers focuses on the right things and helps pupils to make good progress. Another area for improvement was to raise achievement in mathematics by ensuring that pupils can explain their thinking and better choose which methods to use when making calculations. Leaders and governors have brought about strong improvements in this area. Published assessment information for the school shows that pupils have achieved standards which have been typically above the national averages for the last three years. When I visited lessons, I saw evidence in pupils’ books that they are making strong progress. This is because teachers routinely plan purposeful learning activities designed to bring about secure mathematical understanding. For example, in one lesson, I observed that pupils were successfully learning to subtract numbers by comparing the lengths of rods they had made with cubes. Senior leaders have recently begun to develop the role of subject leaders in order to better monitor the quality of teaching and improve pupils’ achievements in subjects other than English and mathematics. While subject leaders are eager to develop their roles and have made a good start, their leadership has not yet had time to show enough improvements to pupils’ learning across a range of subjects.