The leadership team has maintained the good quality of education in the school since the last inspection. School leaders have high aspirations for all pupils, a view that is shared by all staff and governors and the overwhelming majority of parents. Teaching across the school is consistently good and it is regularly monitored by you. You have a good understanding of the school‟s strengths and recognise the areas that are in need of further improvement. Governors are committed to the school and are passionate about their role in bringing about school improvement. Governors have accessed training to improve the effectiveness of their roles. This has included, for example, training to improve their understanding of how to interpret data about pupils‟ performance in order to hold leaders to account closely. As headteacher, you have developed a very welldefined management structure, with everyone clear about their roles and responsibilities. Middle leaders understand what they need to do to bring about further improvement. For example, all phase leaders have had a responsibility to include in their action plans an aspect of development linked to improving parental engagement. Staff feel valued. They appreciate the opportunities they have to develop their professional practice and consider their contributions to school improvement are recognised and worthy. One staff comment stated, „There is a famous African proverb which states that “it takes a village to raise a child”. St Mary‟s epitomises that approach. As a new member of staff, that was the first thing that was apparent to me. It is that collective and altruistic responsibility that I love most about working for this school.‟ You promote pupils‟ spiritual, moral, social and cultural development well. Pupils have opportunities to explore other cultures and religions, and to participate in a variety of experiences. During the course of the inspection, school „digi-leaders‟ were leading assemblies on internet safety and the early years children were out visiting the seaside. Pupils report that they enjoy the clubs on offer, but wished that there were more opportunities available to them to learn how to play a musical instrument. Pupils enjoy school and speak very positively about it. One pupil commented, „Everyone looks forward to coming to school because there is a good atmosphere.‟ They are happy, confident and caring individuals who are keen to behave and work well. Pupils report that they enjoy lessons and recognise their teachers have high expectations of them. They say they are supported well and provided with sufficient challenge and that the school‟s „growth mind-set‟ work has helped them to develop their skills of perseverance and to maintain positive attitudes to learning when tasks appear difficult. Relationships between pupils and between pupils and teachers are strong. They find it easy to ask for help and consider their teachers to be approachable and helpful. Pupils‟ behaviour is excellent. They are friendly, polite and very respectful both to adults in school and to each other. Leaders have taken action to improve all of the areas identified at the last inspection. Mathematics teaching has been strengthened by introducing a new „target/tray‟ system across key stage 2, which allows for teachers to quickly assess pupils‟ achievement in lessons and to move pupils to the correct level of challenge. Leaders have also ensured that the school‟s marking policy is adhered to rigorously, including in mathematics. Pupils respond to teachers‟ marking, correcting mistakes and tackling further challenges given. Leaders have spent time improving governors‟ skills, particularly in terms of their understanding of and ability to analyse pupils‟ performance data. The last inspection identified forming a closer partnership with parents as an area for further improvement. The school has done much to improve this area. A „Parents as Partners‟ forum has been established, enabling parent representatives from each class to have a voice and to help steer certain school developments. This has led to, for instance, mathematics and grammar workshops, and an „open door‟ policy where parents are encouraged to enter the class with their children in the morning and to tackle the „morning challenge‟ together. Focused coffee mornings each half term have also had a positive impact. For example, a recent coffee morning, focusing on special educational needs and/or disabilities (SEND), has led to the formation of a parents‟ SEND network for sharing matters of common interest. A text messaging system is used to send reminders to parents, in addition to regular newsletters. The school‟s website contains an extensive amount of information for parents and has the facility for being presented in different languages.