The leadership team has maintained and further improved the good quality of education in the school since the last inspection. You know your school well and are accurate in your judgement of where Sedgley Park Community Primary is on its journey of improvement. Governors, parents and carers, pupils and the local authority adviser agree that the school has continued to improve under your committed, determined and collaborative leadership. The school has many strengths including pupils’ good behaviour; leaders’ and staff’s commitment to the welfare and care of pupils and their families; and the strong progress pupils make in key stage 2. Leaders, staff and governors have developed a warm and welcoming environment in the school, with strong relationships between staff, pupils and their families. There is a real and tangible family ethos, with all members of the school community recognising your inclusive approach to establishing partnerships. Leaders are determined to raise aspirations for all pupils. The nurturing and inclusive ethos is a key factor in breaking down barriers to pupils’ learning. As a result, the attainment of current pupils is improving and they are making good, and sometimes better, progress. Pupils are polite, respectful of each other’s cultural backgrounds and well mannered. They state that they enjoy lessons: they appreciate the element of fun that teachers provide. Pupils value the variety of extra-curricular activities, including trips and various sports clubs. Parents feel that the school is really good at supporting their children and developing them academically. Parents typically comment, ‘My child has blossomed at this school.’ Others agree, stating the staff are ‘amazing’. Parents speak positively about the smooth transition into the Nursery class and the opportunity to see their children’s work at the end of each term. Most parents ensure that their children attend school regularly, although some families take extended holidays. Leaders and staff have taken effective action to address the areas for improvement identified at the last inspection. You were asked to improve teaching and have made effective use of training and a revised curriculum to ensure that pupils’ progress continues to accelerate, particularly in English. Recent published data shows that the school’s consistently high rates of progress have been maintained at key stage 2. Proportions of Year 6 pupils reaching the expected standards in reading and mathematics in national tests in 2017 increased. Although children make good progress in the early years, some boys and disadvantaged children do not achieve as well as others. Pupils make good progress in reading, writing and mathematics in key stage 1, although not enough achieve greater depth in all of these subjects. Leaders have already identified these issues. For example, they have improved the teaching of both reading and writing through effective training to challenge pupils, including disadvantaged pupils. These actions are beginning to bear fruit and are beginning to improve outcomes in reading, writing and mathematics at key stage 1. Inspectors also asked leaders to ensure that technology was used more effectively to support learning and prepare pupils for the modern world. Subject leaders have clarified the expectations for each year group in the revised curriculum. They check that these improvements are having a positive impact on pupils’ progress and attainment. Pupils are clear about the improvements introduced and could explain, with some pride, how technology is used to record and share their learning across the curriculum. Middle leaders are equally proud of links made with technology providers to enable them to raise further the technological skills of the pupils. Safeguarding is effective. There is a strong culture of safeguarding in the school. Safeguarding procedures are fit for purpose and are sensitively deployed according to staff’s knowledge of individual families. Leaders and governors fulfil statutory requirements when appointing new members of staff. Parents and pupils feel that the school is a safe place to be. Leaders, including governors, ensure that staff receive high-quality training. As a result, staff know how to recognise the signs and symptoms of abuse. Staff are very clear about the school’s procedures for reporting and recording any concerns they have regarding the safeguarding of pupils. Leaders are tenacious, but sympathetic, in their work to protect vulnerable pupils. Pupils are taught how to keep themselves safe. Leaders have implemented clear programmes to teach pupils about personal and internet safety. Pupils understand the dangers associated with internet use and report concerns to staff.