The leadership team has maintained the good quality of education in the school since the last inspection. „A place to learn, a place to grow‟ is the motto underpinning the school‟s work. You, your staff and governors have created a vibrant learning community that provides a nurturing and caring environment for pupils. A large number of parents and carers commented on the friendly and approachable manner of all staff. One parent reflected the views of many by writing, „Thames Ditton Junior School is a warm and welcoming school where children flourish.‟ You provide the school with a clear direction so that staff and governors work closely together to secure the best possible learning experiences for pupils. You have created an ethos based on values including determination, respect and honesty. One of the strengths of the school is the rich and vibrant curriculum that stimulates pupils and inspires them to do their best. This is reflected in high-quality displays in classrooms and around the school. The quality of pupils‟ art is high and shows a depth of teaching that fully develops pupils‟ talents and skills. Pupils behave very well in classrooms, in the playground and when moving around the school. You and your staff have a thorough knowledge of individual pupils and ensure that they progress well socially as well as academically. This is reflected in another of the many comments made by parents: „As well as providing a good level of academic teaching, I believe the school strongly promotes personal development, emphasising the strong core values and helping to create well-rounded pupils.‟ You, together with other leaders and governors, know the school well. You have an accurate understanding of the strengths of the school and know exactly where further improvements are needed. You have taken action to ensure that the good quality of teaching and learning is maintained. You have introduced a programme of peer observation where teachers visit each other‟s classrooms to share ideas and learn from each other. As part of the Ember Learning Trust, this activity has been extended so that all staff and governors visit each other‟s schools to develop a shared approach to school improvement. This supports all schools within this cooperative partnership to improve further. Pupils are happy and they enjoy school. They particularly appreciate the rich and stimulating curriculum and the wide variety of additional activities that enrich their experience of school. They say that they have trips and visits and that there are plenty of after-school clubs available for them. Pupils say they feel safe in school and that adults listen to them and take their concerns seriously. They have positive attitudes to learning and want to do well. Pupils are very well mannered, polite and friendly. They say that they are all treated equally and fairly and that there is no discrimination. One parent wrote, „At dinnertime yesterday, my son said, “You should write something really nice because I LOVE my school”.‟ You have addressed the areas for improvement identified at the last inspection. You have developed a culture of self-improvement in which teachers are reflective and continuously seek new ways of developing their skills. You have further developed the role of subject leaders so that they are accountable for the quality of teaching and learning in their subjects. You know, however, that more needs to be done. You know that pupils, particularly girls, need to make more progress in mathematics and actions have been put into place to achieve this. In the 2017 national tests, disadvantaged pupils in year 6 did not achieve as well as other pupils. You and your leaders are taking steps to diminish remaining differences. However, the current system for recording and tracking pupils‟ outcomes does not demonstrate the in-year rates of progress pupils make. Consequently, it is difficult to check pupils‟ progress and intervene early enough when their progress is slow. Safeguarding is effective Staff and governors have an acute understanding of the need to keep pupils safe in school. They undertake regular training to keep themselves up to date with all new requirements. There are clear systems in place for staff to record any concerns they may have that a pupil may be at risk from harm. The designated safeguarding lead diligently follows up these concerns with the appropriate authorities to ensure that pupils and their families receive the help and support they need. All visitors to school are carefully checked, and systems to check the suitability of staff to work with children are detailed and well maintained. Safeguarding arrangements are fit for purpose and records are efficiently kept.