The leadership team has maintained the good quality of education in the school since the last inspection. The last inspection took place soon after your appointment to the headship of the school. The rapid impact you were already having on maintaining and building on the strong ethos which pervades the school, motivating staff and providing more opportunities for pupils to make better progress, was recognised then. Since that time, there have been changes to staffing, including middle leadership and governance. You have drawn sensibly on external support and steered the school with commitment and determination through changing times. You have recognised leadership potential in staff and developed a new team of leaders successfully. A very large majority of parents and carers who complete surveys for the school, and of those who responded to Ofsted’s online questionnaire, Parent View, agree that the school is well led and managed. They also agree that their children are happy at the school. The last inspection highlighted strengths in pupils’ outcomes and the quality of teaching. Pupils’ behaviour and personal development, and their attitudes to learning, were also singled out as good. All these aspects of the school’s work remain strong. The early years provision was also deemed to be effective. This is still the case. Pupils say how much they enjoy coming to school. They talk enthusiastically about the many opportunities they have to play a part in the life of the school. For example, they attach importance to helping out with assemblies and the after-school clubs, and enjoy fundraising for local and national charities. Pupils develop a strong understanding of the importance of British values. Links with schools overseas, and the many visitors to the school from different cultural and faith backgrounds, encourage pupils’ appreciation of the importance of respect and tolerance, and their insight into global issues such as democracy and equality of opportunity. The goodquality scientific, sporting and musical experiences on offer, and regular opportunities to take part in school concerts, continue to promote, very well, pupils’ spiritual, moral, social and cultural development. Most pupils apply themselves well to their learning, and a strong work ethic is tangible. You and other leaders know your school well. You have an accurate understanding of what is working well and why. Leaders have high expectations. As a result, most pupils continue to make good progress, including those who have special educational needs (SEN) and/or disabilities, and those from disadvantaged backgrounds. Mathematics outcomes are a strength of the school. Outcomes in writing are rapidly rising and pupils’ reading skills are developing well. At the previous inspection, leaders were challenged to improve teaching even further, and to develop the roles of the middle leaders in checking the effectiveness of teaching on pupils’ learning. Since then, you have taken advantage of the good practice in the local ‘Outwood Together’ group of schools, schools within the Anglican Diocese of Leeds, and of expertise within the local authority to provide effective professional development opportunities for all staff. As a consequence, teaching in the school is now routinely good or better. Comprehensive arrangements are in place to check the quality of teaching, learning and assessment. Middle leaders now play their part in visiting lessons and sampling pupils’ work. You and other leaders, however, recognise that the school can be even better. You have carefully selected the main priorities aimed at improving the school further. You rightly identify that some of the most able pupils could be making even more progress across key stage 2, particularly in writing. Visits to lessons and work in pupils’ books suggest that you and your staff are succeeding in raising levels of challenge for these pupils. You are also resolved to improve further pupils’ reading skills across the school, so that they can better make inferences from texts and feel more confident in interpreting particular events and actions. Given recent changes in staffing, you also recognise the need to develop fully the roles of all subject coordinators, so that they can assist senior and middle leaders in checking the effectiveness of the teaching of all subjects across the curriculum. Since the last inspection, governors have restructured their committees and recruited new members to increase the expertise they bring to their roles. Governors question leaders about the school’s strengths and drive areas that require further improvement. Governors are ambitious for the school’s continued development.