The leadership team has maintained the good quality of education in the school since the previous inspection. Tudor Court Primary School is a welcoming and warm environment, where the corridors are awash with celebrations of pupils’ work and achievements. Pupils show their work proudly to visitors and speak effusively about their lessons. Most parents and staff have highly positive views about the school, especially about the improvements since your arrival in September 2015. The school converted to an academy in July 2014. Since your appointment in September 2015, you have reinvigorated and improved the quality of education that the school provides. This has been very important as the number of pupils the school serves has grown considerably. You have secured high-quality leadership to ensure that improvement priorities are achieved. In developing a new generation of leaders, you have established stronger links with other primary schools so that leaders can measure their effectiveness more robustly against other successful schools. You have been unequivocal in your stance about the importance of effective teaching. You have continued to develop strong working relationships with local teacher training providers, so that you can train more teachers and leaders ‘in- house’. You have not shied away from difficult conversations with staff where their performance has not been good enough. You have ensured that regular pupils’ progress meetings hold staff to account for pupils’ achievement. Staff have risen admirably to the many challenges that you have set them. Consequently, teaching, learning and assessment are securely effective across the school, with many examples of very high-quality practice. You, your leaders and other staff have worked diligently to develop an engaging curriculum that allows pupils to thrive. Pupils who spoke to inspectors were incredibly enthusiastic about their learning and the activities that teachers provide for them. Pupils say that learning is made fun by their teachers. While the curriculum is varied and engaging, your curriculum leaders have identified that there is still more work to do to improve the accuracy and recording of assessment in the foundation subjects. Equally, staff confidence in some subjects could be further enhanced, most notably in science. Safeguarding is effective. You, as the designated safeguarding leader, alongside your deputies, ensure that staff record all incidents or concerns, no matter how seemingly trivial. This allows you to remain vigilant about pupils’ safety and well-being. You use the information that you have to make appropriate referrals to external agencies, and work effectively with these groups, to secure better care for pupils where necessary. You ensure that attendance and safeguarding go hand in hand in your work. Your family welfare officer is making a real difference in supporting parents to ensure that their children attend school regularly. For example, despite the overall attendance of disadvantaged pupils being below the national average, the attendance of disadvantaged pupils has improved year-on-year since the academy opened. You also keep a watchful eye on the attendance of pupils who have special educational needs and/or disabilities. In doing so, you work closely to support families, on an individual basis, to provide stability in their children’s education, even when they face some considerable challenges. Pupils feel safe and are taught how to stay safe, online and in the wider community, through a variety of lessons, assemblies and visiting speakers. Pupils say that behaviour is good, and that it is everyone’s responsibility to model good behaviour to one another. Equally, pupils are taught to respect each other’s differences as something to be valued. As one pupil said, ‘Everyone accepts everyone for who they are.’ Inspection findings My first line of enquiry was to review how leaders are securing improvements for pupils in key stage 1. Although pupils achieved broadly in line with national averages overall in reading, writing and mathematics in 2016, some groups of pupils did not achieve as well as they could have done. This includes the least able pupils and disadvantaged pupils.