The leadership team has maintained the good quality of education in the school since the last inspection. You, together with your senior and middle leaders, have shaped a school in which pupils are happy and keen to learn. There is a strong culture of nurturing, mutual respect and support, as well as high expectations. The continued success of the school is based on your detailed knowledge of your pupils, an unwavering determination to help them achieve well, and hardworking, dedicated staff. Staff are fully supportive of the direction you set for your school. All of the staff who completed the online survey feel proud to work at Swiss Gardens Primary School and many say that the school has improved since it was last inspected. Pupils learn in a calm, friendly atmosphere. The school is well maintained and wonderful displays enrich the learning environment. During my visits to classrooms, the atmosphere was purposeful and pupils were appropriately engaged in a range of learning activities. The great majority of parents who responded to Ofsted’s online questionnaire would recommend the school to others. Many parents comment positively about the school’s work, highlighting how approachable the staff are and the high levels of support provided for their children. Several parents I spoke to said they ‘couldn’t be happier’ with the school. The leader of the local preschool provision praised the well-planned transition of children into Reception Year. Senior leaders are well aware of the strengths of the school and those aspects which could be even better. In 2016, pupils’ progress in reading at the end of key stage 2 was above the national level. Pupils’ progress in writing and mathematics was not as strong as in reading. Leaders acted decisively to change the way mathematics was taught. The subject leader introduced a new approach, designed to provide greater challenge, promote deeper thinking and encourage pupils to choose for themselves which tasks to attempt. Pupils enjoy taking this responsibility and told me that mathematics was now one of their favourite subjects. Provisional results show that attainment in mathematics rose in 2017. More pupils are reaching the expected standard at the end of both key stages 1 and 2, and there is an increase in the number of pupils reaching higher levels in key stage 2. You rightly identified that in 2016, the proportions of pupils reaching higher levels in mathematics and writing were below national levels in both key stages 1 and 2. The English subject leader led effective steps to extend the learning of all pupils, particularly the most able, in both reading and writing. She introduced higherquality texts for pupils to read. There is an increased focus on spelling and handwriting, and an expectation that pupils will edit and improve their written work. Pupils across the school relish responding to teachers’ feedback in their books. Encouragingly, outcomes at the end of 2017 reached higher standards, and the quality of writing in books has improved, but the full impact is not yet evident. Senior leaders have taken effective steps to improve phonics teaching, following a dip in the proportion of Year 1 pupils meeting the expected standard in the phonics screening check. Your deputy headteacher accurately identified why pupils were not progressing fast enough and made appropriate changes. The strengthening of phonics teaching throughout the school has also helped to further improve reading and maintain the strong progress made by children during Reception Year. Leaders and your specialist ‘pupil premium’ teacher use detailed knowledge about the difficulties faced by some disadvantaged pupils to apply strategies to help them. These actions are generally successful, and the performance of disadvantaged pupils is improving. However, leaders do not yet evaluate thoroughly the impact of the actions they take on the progress of disadvantaged pupils. Assessment of pupils’ progress is regular, and the progress of each pupil is analysed carefully to identify the ‘next steps’ pupils need to take to improve further. Governors are fully committed to further improvement at the school. They are aware of the high level of care shown for individual pupils and the steps taken to support those in danger of falling behind. However, the performance of groups, such as pupils who have special educational needs and/or disabilities, the most able pupils and disadvantaged pupils (including the most able disadvantaged), is less well understood. School development plans do not identify targets or milestones for groups of pupils. This makes it difficult for governors to hold senior leaders to account for the actions they have taken to improve the progress of specific groups of pupils. Similarly, greater precision is required in order for leaders and governors to evaluate fully the impact of the school’s use of additional pupil premium funding on the achievement of disadvantaged pupils.