The leadership team has maintained the good quality of education in the school since the last inspection. You, the governors and leaders from the multi-academy trust demonstrate an ambition and commitment to improve the school further. You have been appointed as headteacher since the previous inspection. You continually reflect on and analyse what is working well and what needs to be improved. You readily accept the ongoing guidance and support given to you by the trust’s leaders. As a result, the school is securely on a journey to continue to improve and build the leadership capacity further. Staff provide the care and support pupils need to be able to learn and achieve. They build effective relationships with their pupils. Some pupils have missed part of their education and arrive at the school feeling vulnerable and insecure. You and your staff provide a nurturing learning environment, building pupils’ confidence and selfesteem over time. Consequently, they feel valued and learn to trust the adults who look after them. Pupils’ attitudes to learning improve as they settle at the school and experience success in their learning and personal development. Since the previous inspection, you have focused on building the capacity of the leadership team so that they have a greater impact on improving the quality of teaching, learning and assessment. With the support of leaders from the trust, you have worked with your leaders and staff to develop more effective systems to assess and record pupils’ learning and achievement. As a result, staff have a greater knowledge of pupils’ achievement and the progress they make. Teachers and teaching assistants work together effectively to provide the support pupils need. This work is helping pupils to understand and manage their emotions and anxious behaviours more successfully. This enables them to make good progress from their starting points in a range of subjects across the curriculum and in their personal development. The youngest pupils start at the school with significant gaps in their learning and take time to settle. In order to meet their social, emotional and academic needs, you have established a focus on learning through play. Teaching staff encourage pupils to play together, learn to share, take turns and manage their frustrations when upset. In addition, you are developing your outdoor learning curriculum to support pupils further. As a result, pupils learn to build their early literacy and numeracy skills. They experience success and make friends with their peers, which helps them to feel more secure and ready to learn. Safeguarding is effective. You and your leaders ensure that the staff understand the school’s safeguarding policies and procedures and implement them effectively. Staff receive the training they need to carry out their roles and responsibilities successfully. This includes training to identify and act on signs of risk or harm. In addition, staff are trained to recognise the dangers of radicalisation or extremism. Governors check that the single central record is maintained accurately. They demonstrate a determination to ensure that the culture of safeguarding is strong and take every opportunity to improve their procedures further. Staff work very closely with families to provide strong support to help them manage their child’s transition into the school. Parents praise the work of the school, and in particular the care provided by the family support team. This work helps pupils to settle and deal with the challenges and frustrations they may face in their lives and at school. Consequently, pupils say they feel safe at school. They say staff listen to them. Responses to the pupil questionnaire confirmed that they would recommend the school to a friend. In discussions at break, pupils described the importance of not talking to strangers on the internet. Attendance is rising across the school. Most pupils now attend regularly, which represents a significant achievement when compared to their attendance at previous schools. Staff ensure that pupils are supervised at the beginning and end of the school day. Leaders check pupils’ safety vigilantly as taxis arrive and leave the school site. In addition, visitors sign in according to the school’s policy so that leaders know who is on the school premises. The governor responsible for safeguarding visits the school regularly to check that the school’s policies and procedures are fit for purpose and that records are detailed.