The leadership team has maintained the good quality of education in the school since the last inspection. Warley Town School is a friendly and welcoming school, where pupils enjoy their learning and behave well. The curriculum is engaging and serves the needs of all pupils. Parents and carers are particularly positive about the school and report that they feel very fortunate that their children have the chance to attend such a caring school where their needs are closely considered. At the last inspection, inspectors identified two areas for improvement. The first was to further improve teaching by ensuring that work was appropriately challenging for all groups of learners and to improve the effectiveness of teachers’ checks on pupils’ work. Since then, the pace of learning has improved and it is clear that pupils work hard and are often given challenging activities. They are also given regular opportunities to reflect on their learning. This includes opportunities to correct errors and improve their work. Furthermore, the checks that teachers make on pupils’ work have helped them to plan activities which generally match pupils’ needs closely. Occasionally, teachers set work that does not challenge the most able pupils sufficiently. The second area for improvement was around leaders’ use of monitoring. The inspectors had recommended that the wealth of information gathered through monitoring was used more sharply to provide leaders with a clear understanding of teachers’ strengths and where improvements could be made. Since then, monitoring has become more rigorous, robust and accurate. Importantly, it has led to bespoke training which meets teachers’ needs well, giving them the chance to further develop their skills, which has led to continued, good pupil outcomes. In 2016, outcomes for Year 6 pupils were disappointing, particularly in light of the gaps in attainment between boys and girls, where girls were underperforming significantly. You and your leaders recognised these issues and have worked effectively to ensure that pupils’ achievements have been more closely tracked, leading to better support for different groups of pupils, where necessary. As a result, 2017 provisional outcomes for Year 6 appear pleasing; both the attainment and progress of all groups of these pupils have improved and they are now far better prepared for Year 7. Since the last inspection, the gap in attainment between boys and girls in writing at key stage 1 has been wider than seen nationally. You, alongside your leaders and teachers, recognised the need to improve boys’ written accuracy rapidly and ensure that boys were well prepared for their next stage of learning. You have developed the curriculum to improve the opportunities for writing and to engage boys in these opportunities. Consequently, this year the gap between boys and girls in writing has diminished significantly and boys’ attainment in writing is now in line with the national average. The broad curriculum engages pupils successfully. It also offers them opportunities to learn about different lifestyles and life choices. However, the sex and relationship curriculum is only provided to pupils in Year 6. Some pupils in other year groups report that opportunities are more limited to learn about life choices around their sexuality, in order to fully appreciate the need to respect and celebrate differences. Safeguarding is effective. Leaders and governors have ensured that safeguarding arrangements are fit for purpose. Adults are regularly trained and, therefore, understand their responsibilities in keeping pupils safe. For example, staff know that changes in pupils’ behaviour could suggest they are at risk or experiencing some form of abuse. The school keeps detailed records that are kept confidential but also used to inform work with external agencies, with whom you work well, seeking advice and support as necessary. Bullying is rare, which is apparent from the school’s own records and the views of both the parents and pupils who made their views known. Parents and pupils are happy that any concerns around behaviour are dealt with immediately and effectively, meaning issues do not persist or become more serious. The single central record is detailed and accurate and reflects that effective preemployment checks on all adults are carried out in depth, to ensure that they can be considered safe to work with children.