The leadership team has maintained the good quality of education in the school since the last inspection. You were appointed as headteacher in September 2015. You made an impressive start and lost no time in working closely with staff, governors, parents and carers, and pupils. You have set a clear and ambitious direction for the school. You have continued to build on the school’s strengths and further developed the quality of teaching through effective and focused training for staff. Improved systems and procedures are now in place, especially in relation to the teaching of mathematics and the accuracy of assessment in general across the school. You have created a positive and calm working environment and set high expectations for pupils and staff. As a result, pupils work hard and behave well. You have created a united and supportive staff team and morale is good. Of those who responded to the staff questionnaire, 100% said they were proud to work at St Joseph’s. Most parents have positive views. They strongly value the support and nurture their children receive. Typical comments include, ‘Nothing is too much trouble’ and, ‘The enthusiasm, commitment and leadership of the headteacher is reflected in the feel of the school as soon as you walk in.’ Pupils enjoy school and have positive attitudes to learning. Effective and imaginative teaching leads to standards which are above the national average at the end of early years and key stage 1 and above average in reading and writing at the end of key stage 2. You have worked hard, however, to improve results in key stage 2 in mathematics and overhauled how this subject is taught. Changes made are taking time to demonstrate impact but there are positive signs in pupils’ books that attainment is rising and that pupils are making stronger progress, especially in Years 5 and 6. You have successfully addressed the key issues raised at the previous inspection. There are greater levels of challenge for pupils of different abilities, including the most able. The proportion of pupils working at greater depth remains above the national average at the end of key stage 1 and has risen in key stage 2. Teaching is regularly monitored and support is provided to help teachers improve their practice. Staff are held fully to account and you are not afraid to take action where teaching is not good enough. However, there remains work to be done in ensuring that pupils who have special educational needs (SEN) and/or disabilities reach the standard required in phonics by the end of Year 2. In addition, progress in mathematics in Years 3 and 4 is not as strong as it is in other year groups. Mathematics is one of your key priorities this year and while there is evidence of increased problem-solving and deepening of pupils’ learning, pupils’ reasoning skills are still at an early stage. Safeguarding is effective. There is a strong culture of safeguarding within the school. Together with governors and staff, you place the safety and well-being of pupils at the heart of your decision- making. Staff and governors receive regular training. As a result, all adults are suitably knowledgeable about different forms of neglect or abuse and are clear about the steps they should take to report these. Timely referrals are made where you feel that concerns need escalating in order to fully protect pupils. Systematic and well-organised record-keeping of these referrals is in place. A clear chronology of actions taken and final outcomes are fully recorded. Rigorous safer recruitment checks are carried out to ensure that staff and volunteers are suitable to work with children. The leadership team has ensured that all safeguarding arrangements are fit for purpose and records are detailed and of high quality. Pupils feel safe and know how to keep themselves safe, because guidance related to safety features regularly in assemblies, curriculum topics and through visiting speakers. Pupils say behaviour in school is good and there is no bullying. Pupils feel confident that they can report issues to adults and that their concerns will be listened to. An online safety committee, comprising parents, staff and pupils, monitors the use of technology and ensures that pupils know how to keep themselves safe when using the internet. Parents agree their children feel safe.