The leadership team has maintained the good quality of education in the school since the last inspection. You have only recently taken up your post as executive headteacher. You have very quickly established a team vision for the future of the school. Staff and governors are enthusiastic about the future for the school. Together, you have identified the areas for development and have rapidly begun the implementation of your plan for improvement. You have redistributed leadership to include a head of the school and newly appointed subject leaders. In the last inspection report, leaders were asked to ensure that pupils have opportunities to practise their writing skills in other lessons and to write at length. Pupils’ workbooks show that pupils in key stage 1 and 2 now have many opportunities to write in English and when learning about their topics. Teachers use different subjects such as science, history and geography as a stimulus for longer pieces of writing. Pupils were able to tell me about the different topics they have been studying, and the links with other subjects. For example, when discussing learning about the Mayan civilisation, pupils included their knowledge of the Mayan number system, the geography of South America and the rainforest environment. Leaders were also asked to develop a whole-school approach to teaching spelling in order to raise standards in writing. Pupils are now encouraged to use their phonics skills in key stage 1 to spell unfamiliar words and this is then developed further in key stage 2. During the inspection, I observed teachers taking time in lessons to consider how words are constructed and pupils were encouraged to use dictionaries to check unfamiliar spelling patterns. A further area for improvement from the last inspection was to improve the quality of pupils’ presentation in their workbooks. Pupils’ workbooks show that teachers’ approach to presentation and layout is still not consistent across classes or subjects. For example, the presentation in some pupils’ English books is of a much better standard than in topic books, or the expectation of one teacher is higher than another. An area for development in the early years was to broaden the outdoor learning opportunities to help raise children’s attainment equally across all areas of learning. The early years outdoor area now links well with indoor learning. Children are encouraged to take their learning outdoors and the learning environment is used well to develop pupils’ learning. Teaching remains effective. Teachers are ambitious for their pupils and are creative in their approach to delivering the curriculum in an inspiring and exciting manner. Sometimes, however, teachers are not using assessment information, and their knowledge of what pupils can already do, to target activities that meet the needs of the most able pupils. Subject leaders do not yet have a secure understanding of the impact that their actions are having on the progress that pupils are making. This is because changes they have made are very new or they are new to their roles. Governors are highly supportive of the new leadership team and the changes that you are making. They have a good understanding of the school’s areas for development and the steps you are taking to improve the school. Governors have a secure grasp of how well funding is used to support disadvantaged pupils and those who have special educational needs (SEN) and/or disabilities. Governors have had recent safeguarding training. The safeguarding governor carries out regular monitoring of child protection procedures to ensure that all systems are robust and meet the requirements of keeping children safe in education. Parents are very positive about the school and feel that it has a family atmosphere. They say that staff are always available if they have concerns and feel that these are dealt with well by staff. Since you joined the school in January, parents appreciate that there is always a member of staff on the playground in the morning to greet families and pupils. Pupils are exceptionally well behaved. They are kind, caring and considerate of each other. Older pupils frequently support younger pupils and they play happily together. The pupils I spoke with said that teachers make their learning special. They know that if they are stuck there are resources in the classroom that they can use to help them. They said that teachers will give them clues to help but they are always challenged to work out the problem for themselves. Pupils have an excellent understanding of what it means to be a British citizen. They understand equality and that people are from different backgrounds, faiths and cultures.