The leadership team has maintained the good quality of education in the school since the last inspection. You and the governors have a very clear vision and sense of purpose. You believe ‘every child belongs somewhere’, and have therefore developed an inclusive approach, with a reputation for high-quality provision for pupils with special educational needs and/or disabilities (SEND). Parents and carers who spoke to me, or made their views known through Ofsted’s online survey, Parent View, praised the school’s warmth, family atmosphere and caring ethos. They also said that your leadership has been instrumental in setting the positive tone that permeates the school. Parents feel that you are always accessible and that you and your staff ‘bend over backwards to meet every child’s needs’. Pupils told me that they feel safe and secure at school. They say that pupils behave well and that there is little or no bullying. Overall attendance has been sustained above the national average for the last three years. Following the previous inspection, you were asked to improve the quality of teaching and to ensure that your most able pupils were challenged sufficiently. Since then, there have been some changes to the teaching staff and some more recently appointed teachers are being helped to deliver learning in line with your expectations. You have ensured that your teachers and teaching assistants receive appropriate training and professional development opportunities. During the visits we made to each class, it was clear that your teachers have good subject knowledge and plan lessons carefully. Most teachers ensure that the activities they provide are adapted for pupils of different ages and with different starting points. A positive feature of the teaching we observed was the effective teamwork by the adults in most classrooms. Most teachers deploy their classroom assistants well, ensuring that extra help is provided for pupils who need it. We noted that the teaching we observed was challenging the most able pupils effectively. However, challenge is an aspect of teaching you know needs to be checked continuously, as no pupils have attained the higher standard in reading, writing and mathematics at the end of key stage 2 in recent years. You know your teachers’ strengths and weaknesses well because you often visit classrooms to check on the quality of learning. Consequently, you are providing well-considered support where improvements to teaching can be made. Teachers are well motivated and respond positively where this support is provided. At the time of the last inspection, you were in the process of introducing a new assessment system, which the inspector asked you to streamline. The system for checking on pupils’ progress and attainment is now firmly in place and provides you and the governors with reliable information. You check on the progress of each pupil at three points across the year. You and the governors use this information well. Any pupil identified as making slower progress is quickly given extra help. At the start of each day, teachers ensure that any gaps in pupils’ knowledge are revisited. The thoroughness of this approach is clear to see. Last year, for example, every pupil in Year 1 attained the expected standard in the Year 1 phonics screening check, and older pupils performed particularly well in the key stage 2 grammar, punctuation and spelling test. These outcomes reflect your determination to ensure that your pupils establish strong foundations in reading, writing and mathematics by the time they move on to secondary school. Safeguarding is effective. The leadership team has ensured that all safeguarding arrangements are fit for purpose. You and your governors have thorough vetting procedures in place to check on adults who work in, or visit, the school. You ensure that all members of staff receive up-to-date safeguarding training and are aware of a broad range of potential risks, including radicalisation and extremism. Your staff fully understand the duty upon them to act if they have any concerns about a child’s safety or welfare. Your records show that you act promptly, in conjunction with external partners, when you identify any concerns about a child’s welfare. You are tenacious, and challenge external partners if you feel that actions to protect vulnerable children are being taken too slowly. The school is good at drawing upon the support of other agencies, such as the police, child and adolescent mental health services and the local authority behaviour support team. You also foster strong partnerships with parents, and are prepared to challenge when, for example, their child’s attendance falls below expectations.