The leadership team has maintained the good quality of education in the school since the last inspection. You and your deputy, in partnership with an effective governing body, have recognised appropriate priorities for your school in order for it to continue to be good. The management have continued to develop the school and raise outcomes for the pupils in their care. The governing body is well informed and has a good understanding of what has been achieved and what remains to be done. As a result of your effective leadership, staff enjoy working in the school. Morale is high, and there is a strong sense of team working. This was exemplified through the staff’s collaborative input into the ongoing development of the new school curriculum. Staff are appreciative of how the school is being run and how you, as headteacher, care for both their welfare and their professional growth. As I entered the school, I was immediately struck by the warm, welcoming and friendly atmosphere. Pupils feel safe and they are at the centre of what you and your staff do. You place great importance on their emotional and spiritual well-being, and this is reflected in many aspects of life in your school. Displays in classrooms and around the school promote the importance of emotional development; assemblies focus on values such as respect, tolerance and love. The wide range of extra-curricular opportunities support both pupils’ physical well-being and their awareness of the world beyond Great Sutton. Sport has a high priority in your school, and pupils have numerous opportunities to participate in a wide range of activities, both during and after the school day. Visits to Delamere Forest, Llangollen, Liverpool Museum, Jodrell Bank and the Lowry Centre are just some of the many places and experiences that your pupils enjoy each year. Parents and carers are positive about the school and the support their children receive. Comments such as: ‘St Saviours has instilled extremely good qualities into my children. They are happy to come to school and are keen to learn’ and that the school is: ‘always looking and finding new ways to improve the children’s education’ are typical of the many positive statements made about the school. Pupils receive very good support for their social, emotional and academic development. This continues to be a real strength of the school. Pupils flourish in the caring, friendly and nurturing environment you have built up over the years. They thrive on the opportunities you provide for them to take on responsibility and develop life skills. The school council plays an active role in school life. The school shop and bank are central to the behaviour and rewards policy of the school. Your approach has provided pupils with opportunities to develop and understand the need for fiscal responsibility. Pupils earn ‘saves’ (the currency of the school) for tasks such as the completion of homework, helping others or having good attendance. These are banked and can be withdrawn to purchase items such as toys, stationery or books from the school shop. Slime appears to be the most popular purchase currently. Both the bank and shop are run by pupils, who undergo an application and interview process. This recruitment is very competitive, with the successful applicants being trained to keep ledgers and pupil accounts as well as develop their interpersonal skills. Positive behaviour is evident throughout the school. Pupils are happy and try hard in class. The decision by school leaders and governors to expand the school to include provision for two-year-olds has proved to be a very positive step which is having a very encouraging impact on children’s development and outcomes. The Nursery and two-year-old provision are also proving popular with parents. Around three quarters of the children entering the Reception class now come through this pathway. The early years is well staffed with qualified teachers and the provision is of a high quality. Each year, the number of children who reach a good level of development at the end of this stage of their education is significantly above the national average. As a result, many children are school ready when they start Year 1. Their communication and social skills are better developed than previously. This good start provides a firm basis for further improvement as pupils move through the school. Pupils’ progress is now much stronger, and attainment is rising in reading, writing and mathematics at the end of key stages 1 and 2. You and your leaders have resolved the areas for improvement from the last inspection. There is no significant variation in the achievement of boys and girls. During my walks around the school, I noted that boys’ engagement in lessons is now positive. On the whole, pupils’ presentation of work is neat and clear in their English and mathematics books but could be improved in their topic books. Safeguarding is effective. You and your staff place a high priority on keeping the pupils in your care safe. Leaders and governors have ensured that current safeguarding arrangements are fit for purpose.