The leadership team has maintained the good quality of education in the school since the last inspection. You and your able governing body have successfully managed the expansion of the school, leading to the creation of a much-larger two-form entry school. With the project now nearing completion, it is evident that the complexities of developing the site, as well as recruiting and training new staff, have been achieved with care and considerable attention to detail. Despite the increased size of the school, you have succeeded in maintaining the warm, family-friendly ethos which continues to appeal to parents and carers. The parents I spoke to informally at the start of the day were extremely happy with the school. Typical comments included, ‘The staff are really supportive so any issues can be dealt with quickly’ and ‘My child loves coming to school because teachers make the lessons fun. He really loves doing the daily mile.’ These views were endorsed by the overwhelming majority of the 116 parents who responded to Ofsted’s online questionnaire, Parent View, and by the majority of parents who texted about their views of the school. Pupils behave extremely well in lessons and around school. They are polite to each other and respectful to adults. Leaders actively promote pupils’ use of ‘mindfulness’ skills, encouraging pupils’ deeper thinking and developing their emotional wellbeing. Pupils are taught to develop resilience and perseverance and they confidently explain how ‘the power of yet’ encourages them to keep on trying because success may require time and effort to achieve. Pastoral support, health and welfare are strengths of the school. Since the last inspection, you have worked hard to secure further improvements to the school. You have successfully addressed areas which had been identified as priorities for development. For example, you have ensured that the curriculum offers more frequent opportunities for pupils to practise their writing skills across a range of subjects, and you have also refined the school’s marking and feedback policy, enabling pupils to have a clearer understanding of how to improve their own work. Subject leaders, especially those responsible for subjects other than English and mathematics, have benefited from the clear direction given to them by senior leaders. As a result, their confidence has grown and their work is having a positive impact on pupils’ outcomes across the curriculum. Nevertheless, there is more work to be done to develop a robust system for checking how much progress pupils make in subjects other than English and mathematics. Governors ensure that they understand the needs, strengths and development priorities of the school well. They ask appropriately challenging questions of senior leaders. They also fully support your drive to improve pupils’ progress and outcomes in English and mathematics in order that the school can confidently evaluate itself as outstanding in the future. Safeguarding is effective. Senior leaders, especially those with directly designated responsibilities for keeping pupils safe, ensure that the school’s safeguarding arrangements are well organised, securely maintained and fit for purpose. Records of adults’ suitability to work with children are clear and comprehensive. Teachers and support staff understand their role in keeping pupils safe at school, and they are confident about how to report any concerns. The designated safeguarding leaders liaise effectively with other agencies, ensuring that concerns are followed up quickly. Leaders are well versed in how to seek advice from specialist support staff should the need arise. The pupils I spoke to informally around the school told me that they feel safe and happy at school. The overwhelming majority of parents agree that pupils are safe and well cared for at school. Inspection findings In order to ascertain whether the school remained good, I followed a number of lines of enquiry. The first of these was about the steps leaders are taking to improve pupils’ progress in reading, writing and mathematics in key stage 2. In the 2016 and the 2017 key stage 2 tests, pupils’ performance indicated that they had made broadly similar progress in these subjects to pupils nationally. You were aware that, in 2017, pupils’ progress dropped a little compared with the previous year.