The leadership team has maintained the good quality of education in the school since the last inspection. You, and leaders at all levels, have a very clear understanding of the strengths and areas for development in the school. You have used this well to take informed action to further improve the school. Effective action has been taken to address the areas for improvement identified during the last inspection. All staff follow the school’s marking policy so that pupils’ work is marked consistently in a range of subjects. Pupils are given clear guidance on how to improve their work and staff routinely check that pupils respond to their comments in an appropriate manner. This, along with a clear focus on developing literacy skills across the curriculum, means that progress is improving, particularly in writing. Attainment in writing was above the national average at key stage 2 in 2016, and Year 6 pupils have consistently attained higher than is found nationally in grammar, punctuation and spelling tests. Attainment in reading at key stage 2 was broadly in line with the national average in 2016 and pupils have attained above the average in reading and writing in key stage 1 assessments since the last inspection. Outcomes in the phonics screening checks have also been consistently above national averages over time. The progress pupils made in mathematics during key stage 2 did not match that made in other subjects in 2016. School leaders are taking effective action to address this so that progress overall, and for girls and middle-ability pupils in particular, is improving. Action has been taken to deepen pupils’ understanding of mathematical concepts, but this needs time to embed to develop higher level skills such as reasoning and problem solving. The most able pupils in last year’s Year 6 did not achieve as well in mathematics as they did in other subjects. This meant that a smaller proportion than found nationally attained highly in reading, writing and mathematics combined. In addition, a smaller proportion of the most able pupils in last year’s Year 2 achieved a greater depth in reading than the national average. Leaders have measures in place to help teachers challenge the most able pupils to make rapid progress and this led to pupils with high prior attainment making accelerated progress in writing, and in grammar, punctuation and spelling in key stage 2 last year. However, the increased level of challenge is not yet resulting in consistently strong outcomes in a range of subjects. Children settle into the early years setting well and make good progress from their starting points in most areas. However, leaders are aware that effective action needs to be taken to ensure that a greater proportion of children reach a good level of development by the end of Reception Year. Pupil premium funding has been used effectively to improve the progress of disadvantaged pupils and, over time, they have made similar or faster progress than other pupils across the school in many subjects. However, significant differences remain between the attainment of disadvantaged pupils and that of other pupils nationally. School leaders have identified addressing this as a priority for improving the school. Pupils are proud of their work and proud of their school. They enjoy learning and they behave well. Pupils are polite and happy, and the positive ethos of the school is well supported by parents. The vast majority of parents who made their views known during the inspection were full of praise for staff and almost all would recommend the school to other parents. Safeguarding is effective. Safeguarding policy and practice are detailed and robust, and thorough records are stored securely. Staff are clear about their safeguarding responsibilities and they have received up-to-date training. Staff at all levels have a thorough understanding of what they should do if they have concerns about a child. Referrals are timely and outside agencies are used appropriately. Consequently, vulnerable children are well protected. Pupils feel safe and all staff and the vast majority of parents who made their views known believe that pupils are safe in school. A range of issues related to safety are covered in an age-appropriate way in the curriculum and pupils are taught how to stay safe when using the internet. Keeping children safe is a core part of the school’s culture.