The leadership team has maintained the good quality of education in the school since the last inspection. You and your deputy headteacher lead a happy and inclusive school where pupils enjoy their lessons and get on well together. You set high expectations for learning and for pupils’ behaviour, and know the school well. You have set out, in a clear document, the reasons why you judge the school to be a consistently good one. These reasons are taken from a wide range of convincing evidence. You also set out why the school is not yet outstanding and, as a result, have written a development plan to improve aspects of the school that are not as strong. This plan includes, correctly, action to increase the proportion of pupils who attain a good level of development at the end of Reception. It also sets out measures so that more pupils, particularly the disadvantaged, attain a greater depth of understanding. You ensure that teaching is typically good. Lessons are characterised by lessons that pupils say are interesting and challenging. As a result, pupils pay attention and work hard. Classrooms are purposeful, positive spaces where pupils learn well. I saw, for instance, pupils in Year 6 keen to show their teacher that they knew what a suffix was, and how they had a good understanding of different tenses. Meanwhile, pupils in Year 2 were busy writing imaginative poems about love after being inspired by a recent visit by a professional poet. You are supported well by effective subject leaders who monitor the quality of teaching by visiting their colleagues’ classrooms to see learning in action, and to look at pupils’ work in different subjects. Because of the checks they make, these leaders were also able to explain to me, accurately, what needs to happen next to drive up the quality of teaching further. These leaders explained that, for example, teachers needed to consistently give pupils sufficient opportunities to reason and to problem-solve mathematically. Leaders also told me how their monitoring had shown how teachers needed to give pupils better guidance to use the words and phrases they read in subjects other than English in order to explain their thinking more precisely when they write. These leaders assist their colleagues well by, for example, organising staff meetings to help staff improve their teaching of reading. As a result, those colleagues who are new to the profession or feel less confident are helped to improve. The large number of staff I met during my visit told me enthusiastically how you are mindful of their well-being, and support them to undertake their role. They also described to me how the strong sense of mutual support they feel is central to the school’s success. Staff work together well, give each other advice, and ensure that they communicate well. They particularly wanted to tell me about how teachers pass good-quality information on when pupils move from one class to another, so that teachers do not need to find out for themselves what their new pupils can do. You have attended well to all the areas that inspectors identified as needing improvement from the last inspection. For example, time is now used well in lessons. Pupils I met explained how teachers will show them, before they commence their work, what task they must begin once they have completed the first activity. As a result, time is not lost in lessons. Outcomes are improving in reading because you and your staff are developing in pupils a real enjoyment of reading. Pupils explained to me how they visit the school’s library very regularly. They also told me enthusiastically how the school’s system of rewarding them for the number of books they read makes them want to read as much as possible. This includes not only stories and poems, but a wide variety of non-fiction too. While many of these are linked to the topics pupils learn about, such as Destination Outer Space in Year 2, and All Change in Year 6, pupils also told me how they enjoyed reading about subjects such as The Romans, highwaymen, and seals. The governing body is committed to ensuring that all pupils receive a good education, and they visit the school regularly to see it in action or to meet with leaders. You give them good levels of information overall. However, they explained to me that you have not yet provided for them sufficient details about the impact of your spending of the pupil premium for this academic year. Safeguarding is effective. You have ensured that all safeguarding arrangements are fit for purpose. You and your staff are vigilant for any signs that a pupil could be being exploited or abused. They were able to describe to me, confidently, the wide range of signs that may indicate that someone is harming a child. Staff know their greatest responsibility is to report without delay any suspicions they have. You, in turn, keep good and detailed records, and involve quickly external agencies, including social care, where needed.