The leadership team has maintained the good quality of education in the school since the school became an academy in 2015. An overwhelming majority of parents and carers responding to Ofsted’s online questionnaire, Parent View, said they would recommend the school to another parent. Their free-text comments were almost all about the positive impact of your leadership on the school since you were appointed in 2015. This view was shared by members of the local academy committee (local governing body), representatives of the Romero Catholic Multi Academy Company (MAC) and almost all members of staff who responded to their survey. All staff responding said that they were proud to work in the school. Following your predecessor school’s last inspection in 2012, outcomes for pupils declined sharply. By 2015 they were exceptionally low at the end of key stage 2. Following your appointment, outcomes have improved significantly. By 2017, outcomes for pupils at the end of Years 2 and 6 compared favourably with national averages in reading and writing. You have been particularly successful in turning around outcomes in mathematics, which were previously lower than reading and writing by the end of Year 6, although you recognise that there is still more to do. You have improved the quality of leadership and teaching in mathematics significantly, so much so that both the boys and girls who were spoken to during the inspection said overwhelmingly that mathematics is now their favourite subject. Outcomes for disadvantaged pupils and the attendance of pupils who have special educational needs (SEN) and/or disabilities are rising quickly following the relentless action you and other leaders have taken. You, other leaders, members the academy committee and representatives of the MAC have an accurate view of the school’s strengths and areas for development. You recognise that, although the school is rapidly improving, it is not yet outstanding. Not enough girls and disadvantaged pupils are currently working at a higher standard or greater depth in reading and mathematics in key stages 1 and 2. Standards in mathematics overall are not yet in line with national expectations. Attendance is not improving quickly enough for White British pupils, including those who are disadvantaged, as your own analysis indicates. Leaders’ evaluation of the impact of the pupil premium funding is not rigorous enough. Pupils spoken to reported that they did not feel that leaders take enough account of their views. Safeguarding is effective. You and other senior leaders lead by example and have ensured that safeguarding is given the highest priority at all times. Staff training is regular and up to date so that staff know what to do in any potential safeguarding situation. The culture you have established is one where any issue, however small or seemingly inconsequential, is reported and followed up. Records are held securely and checked daily for any patterns in incidents reported. You have made sure that the site is safe and secure and that all reasonable steps are taken to make sure pupils are safe in school and on trips. You and other leaders ensure that you meet your statutory responsibilities; this is checked rigorously by governors. The curriculum contributes strongly to promoting pupils’ safety and well-being through personal, social and health education lessons and assemblies. For example, pupils have had sessions on ‘stranger danger’, abuse, bullying and e-safety. All pupils spoken to said that they feel very safe in the school and well prepared for keeping themselves safe outside of school, for example when using the internet at home. This view was supported by the large majority of parents who responded to Parent View and all members of staff who responded to the staff survey. Inspection findings Pupils’ progress from key stage 1 to key stage 2 has been on a rapidly upward trend over the last three years. In 2015, progress was exceptionally low in reading and mathematics and very low in writing. By 2017, attainment and progress at the end of Year 6 was above average in reading and writing. A higher proportion of pupils than nationally were working at a higher standard or greater depth in reading, writing and mathematics combined. You rightly recognised mathematics as a key area for improvement, as historically outcomes have been lower than in reading and writing across the school. The introduction of mastery in mathematics, together with an extensive training programme for staff, has transformed the teaching of this subject.