Along with other school leaders, you have maintained the good quality of education in the school since the last inspection. There have been many changes at the school since the last inspection. You joined the school as principal in September 2014, shortly before the school converted to an academy by joining Saint Nicholas Owen Catholic Multi Academy Company. The governing body, now known as the academy committee, has been reformed and there have been several changes in staffing. Over the last three years, you have secured the confidence of everyone linked to the school. They agree that you are determined to provide the very best education for all your pupils. Parents are supportive and describe the school as family orientated. The great majority would recommend the school to others. As one parent wrote, ‘This school offers a truly wonderful setting for any child entering into their educational journey.’ Pupils talk positively about school, and relationships between pupils and adults are strong. Pupils generally behave well and they said that the school’s behaviour policy, which is understood by all, is applied fairly. As they get older, pupils have increased opportunities to take on responsibilities, for example, as peer mentors, faith leaders and school council representatives. These opportunities help to prepare pupils well for the next stage in their education. At the previous inspection, the school was asked to ensure that lessons contain a suitable level of challenge for all pupils. Evidence gathered during this inspection, shows that teaching generally meets the needs of all pupils because teachers adapt activities or the amount of support available. Pupils are interested in their lessons and, because the work is set at the right level, they can see the progress that they are making. As a result, the majority of pupils are working at the level expected for their age and more pupils are working at the higher standard in a range of subjects. Since the last inspection, the roles of subject and other leaders have developed. Leaders now have a greater responsibility for improving pupils’ progress across the school. The curriculum and the school’s systems for assessing and tracking pupils’ progress have also been revised, and both aspects of the school’s work are better. Together, these actions are beginning to have a positive impact on securing stronger outcomes for all pupils. As a result of increased expectations within the curriculum, and a number of new teachers, you recognise the need to ensure that assessment information is accurate and consistent and that it is used effectively by all teachers. You have taken action to improve the teaching of writing, and outcomes in English grammar, punctuation and spelling are strong. However, the quality and quantity of pupils’ written work can vary between subjects. This is an area that you have identified as needing further improvement. In mathematics, you have introduced a calculation policy, which has resulted in greater consistency in the methods that pupils are using to perform calculations. Teachers are also sharper at moving pupils onto more challenging activities, and little time is wasted. As a result, more pupils are working at the level expected for their age across the school. You have identified that pupils need more regular opportunities to improve their reasoning skills and to apply their knowledge and understanding to solving mathematical problems. You and your staff recognised that pupils who are disadvantaged and those who have special educational needs and/or disabilities were not achieving as well as other pupils in school. You have taken decisive action to address this shortcoming. As a result, you have raised the profile of vulnerable pupils across the school. There is now a broad range of approaches in place to support these pupils and maximise their learning, including providing good support to meet pupils’ social and emotional needs. You use additional funding effectively to support pupils’ needs. This work is having a positive impact on pupils’ rates of progress. However, there are still differences in outcomes, especially for disadvantaged pupils, and so this remains a key area for further development. Safeguarding is effective. There is an extensive culture of safeguarding in the school. You and your safeguarding team have ensured that safeguarding arrangements are fit for purpose and records are detailed and of a high quality. As a result, pupils are well cared for at all times. Pupils know that the adults in school are there to look after them. Pupils said that they feel safe in school and that they are taught how to stay safe, for example, when using the internet.