The leadership team has maintained the good quality of education in the school since the last inspection. Pupils like coming to school. They benefit from the highly supportive, caring environment. As a result, pupils enjoy learning and are thoughtful, compassionate and respectful. Parents are very positive about the pastoral and academic support provided for their children. This was evident in the many responses to Ofsted’s online questionnaire, Parent View, describing the school as, ‘a welcoming and great place to learn’ where ‘staff are genuinely concerned’. Parents also value the close links between school and home. The leadership team, in collaboration with the governing body, has continued to work hard to improve the quality of education at the school. You have acted with vision and commitment to support pupils in their transition from the feeder infant school. You have drawn on evidence-based research to identify gaps in pupils’ knowledge, skills and understanding and provide incisive support. Staff are overwhelmingly positive about improvements to the quality of education at the school since the last inspection. Governance is strong at Ranvilles Junior School. Governors bring a breadth of expertise to their roles and ensure that their work complements school improvement priorities. Through visits, analysis of information about pupils and discussions with leadership and staff, they gather a breadth of information to inform their questioning and challenge. Pupils behave very well both in the classroom and around the school. They are kind, welcoming and supportive of each other. One pupil’s comment that, ‘The school is one of the kindest ones I know’ was echoed by many other pupils. Throughout the curriculum, pupils develop a strong understanding of the importance of justice, free speech and equality. For example, pupils learn about the iniquities of apartheid in South Africa and the importance of healthy, equitable relationships. Pupils in Year 6 wrote with empathy and understanding about the Soweto uprising in South Africa. You correctly judge writing to be a strength of the school. Pupils told me how much they love writing. High-quality texts such as ‘The Jungle Book’ by Rudyard Kipling underpin pupils’ understanding of how language can be shaped to suit different audiences, purposes and text types. As a result, pupils make consistently strong progress and attain well in writing at the end of key stage 2. You and your leadership team take effective action when you identify areas for improvement. For example, your focus on improving pupils’ writing has resulted in sustained strong attainment at the end of key stage 2. However, you are highly reflective and acutely aware of the importance of tackling underperformance in mathematics and reading. Your school development plan accurately outlines the need to increase pupils’ progress in mathematics and reading, as the proportion of pupils who made good progress in 2018 declined. Safeguarding is effective. All safeguarding arrangements are fit for purpose. Checks on the suitability of staff are rigorous. Records are securely maintained and well kept. Parents, pupils and staff agree that the school is a safe place. Leaders and staff keep a watchful eye over pupils, ensuring their physical and emotional well-being. Adults working at the school receive regular safeguarding training alongside updates. Staff know how and when to refer any safeguarding concerns. Governors are also fully trained and briefed. Their use of external audits and spot checks help to ensure that safeguarding arrangements are effective. Pupils know how to keep safe when online and the importance of doing so. Leaders have effectively embedded e-safety in the computing curriculum. The curriculum has also provided pupils with many opportunities to consider safe, healthy relationships. Pupils’ polite, considerate behaviour reflects the ways in which they have been taught to care for one another. Inspection findings This inspection’s first line of enquiry focused on how leaders ensure that pupils make strong progress and attain well in reading. This was because pupils’ attainment and progress dipped below the national average in 2018. Leaders and staff have worked hard to support pupils’ understanding, knowledge and skills in the many different forms of reading required within the English curriculum. Through the creation of effective resources, staff training and links with parents, leaders have ensured the identification of gaps in pupils’ knowledge and understanding alongside effective teaching approaches.