The leadership team has maintained the good quality of education in the school since the last inspection. Windy Arbor Primary School is a caring and inclusive school. Children are at the heart of all decisions that leaders make. The school’s aim is to ‘encourage everyone to become lifelong learners and REACH’ for the stars’. They do this by promoting respect, confidence and harmony across the whole school community. Staff are committed to promoting these principles. Parents and carers said that staff ‘go above and beyond’ to support pupils and their families. Since the last inspection, an acting chair of governors has been elected, and you have been appointed relatively recently to your role. Together with the senior leadership team, you have not only maintained the good standard of education but are committed to improving standards further. You have quickly established a proactive and enthusiastic leadership team that supports you well in developing the school. The school development plan correctly identifies appropriate priorities. Children arrive in the morning happy and eager to learn. The overwhelming majority of pupils are positive about their learning and said that they feel well supported by teachers. Pupils behave well around the school and in lessons. They talked confidently about their learning. You and your staff know your community well. Staff communicate well with parents, who are overwhelmingly positive about the school and the education their children receive. They value the parents’ workshops, drop-ins and opportunities to talk to staff at the gate in the morning. One parent said that they feel ‘the school is like a family’. Another said, ‘It takes a special kind of teacher to teach the way they teach.’ The school is undergoing some building work, which has presented additional challenges. However, you have ensured that the focus of the school remains firmly on improving outcomes. You have put in place appropriate risk assessments to ensure that all pupils are safe. At the last inspection, the school was asked to ensure that middle leaders for mathematics and English were supported to develop in their roles. Another recommendation was to improve teaching by sharing good practice and providing more challenge for the most able pupils. Middle leaders, most of whom were appointed to their responsibilities since the last inspection, are becoming more established in their roles. They receive good support to lead their phases and subjects more effectively. They feel empowered by being part of the senior leadership team. They are reflective and articulate clearly the part they play in improving standards and progress. Good practice is now shared more widely both within school and across the Unity Trust collaboration of schools. Staff appreciate and learn from the opportunity to see other teachers teach. Challenge for the most able pupils is still identified as an area for improvement in the school’s development plan, and much of the training and support that staff receive is focused on this area of improvement. This is having a positive impact on the quality of teaching in both reading and mathematics. The governing body has experienced a number of changes in personnel recently. Governors recognise that this, along with the building work, has presented some extra challenges for the school. Despite this, governors have ensured that they remain focused on the school’s key priorities. They understand that they need to develop their skills further to provide more effective support and challenge to the relatively new leadership team. Governors have been proactive in seeking support for their own development. Although the school remains a good school, leaders and governors acknowledge that there is always room for improvement. They all share your ambition for the school to improve further to ensure that teaching continues to improve, leadership at all levels continues to develop and the level of challenge for all pupils is consistently high.