The leadership team has maintained the good quality of education in the school since the last inspection. You have maintained the strengths apparent at the last inspection and dealt effectively with the areas for improvement. Your approach to making improvements has been systematic, sustained and successful. You, the senior leaders and the governing body communicate convincingly a sense of ambition and high expectations for the school, its pupils and its role within the local community. Along with the subject and other leaders, you show energy and determination to improve, tempered with well-judged self-evaluation and a focus on making practical changes. You have developed the school’s approach to teaching mathematics in response to the areas of improvement from the inspection and to your own analyses of the outcomes for the pupils. The pupils are now routinely using mathematics-specific vocabulary accurately and confidently, from the Reception Year onwards. You have placed much more emphasis on developing the pupils’ reasoning skills in mathematics, in order to help more of the pupils to reach the high standard than has been the case previously. The pupils enjoy mathematics lessons. As a result, they concentrate well, typically behave well and have positive attitudes to learning. For example, they spoke with the inspectors enthusiastically about the work to develop their reasoning skills. They become confident and are fully prepared to explain their answers to questions, often in detail. The teachers phrase their questions for the pupils well, taking account of the different abilities. They identify and correct the pupils’ misconceptions. They help the pupils to understand any mistakes that they have made. As a result, the pupils make good progress. The level of challenge for the most able pupils is not consistently high enough for enough of them to reach the standards of which they are capable. The pupils make particularly good progress in writing. The teachers assess the pupils’ work accurately. The pupils’ progress is monitored carefully. The teachers act on what they find out about the pupils’ learning. The leaders have identified the aspects of learning that are inhibiting the most able pupils particularly from reaching the high standard in writing. That is done less effectively for the pupils who struggle with writing than for the other groups of pupils. The teachers ensure that there is a clear focus on developing the pupils’ grammar. The pupils are given plentiful opportunities to write in different subjects. That enables the pupils to rehearse and to extend their learning of grammar. The pupils understand the things that they have to learn and which they have to improve and are able to act on those things. The subject leaders make a good contribution to improving the teaching in their areas of responsibility. They are knowledgeable, pick out appropriate things to be improved, based on careful monitoring of what is going on and how well the pupils are doing. The actions that they take lead to improvements, as they have, for example, in the teaching of mathematics. The school’s work to promote regular attendance has a good impact on pupils’ attitudes. The pupils speak positively about the range of rewards for good attendance and for making a good improvement in attendance. You have brought about some marked improvements in the attendance of the pupils who are absent too often. These are often complex and difficult cases. Despite the very noteworthy improvements, a few of these pupils are still absent too often and this has had a marked impact on the overall levels of persistent absence at the school recently. Safeguarding is effective. The leadership team has ensured that all safeguarding arrangements are fit for purpose and records are detailed and of high quality. The school’s approach to safeguarding is thoroughgoing and well managed. You have developed a schoolwide network of systems and staffing that enables information to flow quickly and easily. Consequently, even seemingly minor concerns are identified and acted upon quickly. The staff understand their responsibilities well and are alert to a wide range of potential indications that a pupil may be experiencing difficulty. As a result, the pupils feel safe at the school.