The leadership team has maintained the good quality of education in the school since the last inspection. You are rightly exceptionally proud of the progress the school has made since the last inspection. Your continuous ambition to make the school even better is recognised by both parents and pupils. Your clear vision for the future is shared by staff at all levels. Parents spoken to during the inspection told of their affection and enthusiasm for the school. Several candidly admitted to having been less than pleased initially when they first received confirmation of their child’s place at the school. However once their children started, their opinions changed and many were quick to point out the wide range of opportunities offered by school to themselves and their children. The relationships you have forged with other groups in the locality have benefitted pupils and their parents well. For example, the development of the ‘Fuel for School’ market stall through a partnership with ‘The Real Junk Food’ project has provided food for families. The café and kitchen area now in place have also proved to be very popular with parents and pupils, offering opportunities for pupils to learn about food and a pay as you feel café for parents. You have built a cohesive leadership team with complementary strengths. You all know your school well and are united in your desire to bring about improvement at a fast pace. Your development plan reflects this well and accurately identifies the areas which need your immediate attention and those which will bring about future change. The governing body support your future plans wholeheartedly. They feel your leadership has brought much change to the school and this they believe has benefitted pupils. Governors clearly offer you much support but are not afraid to challenge, especially over the progress of different groups of pupils. They recognise their responsibilities in working with senior leaders in developing a strong vision for the school. Governors’ visits into school enable them to observe at first hand the impact of leaders’ work. You were clearly unhappy at last year’s dip in results against national standards. Since then you have taken a detailed and thorough approach to analysing and investigating the reasons behind this. As a result, standards are rising across the school, particularly in mathematics and reading. Reading records and work in pupils’ books demonstrate this improvement clearly. You and other senior leaders are closely monitoring progress and middle leaders spoken to confirm it is the focus of every meeting currently. This approach is clearly beginning to produce results as evidenced by the rise in standards across the school. Pupils’ progress in writing in key stage 1 is improving after a dip last year. Your focus on spelling has begun to have an effect. Prompts on tables and on the walls are used by pupils to support their writing, particularly of the words which do not always follow regular spelling patterns. Work in books shows pupils’ growing confidence and more accurate spelling and punctuation. Your innovative and wide-ranging approach to increasing pupils’ love of reading and books is also improving standards. Year 6 pupils reported how much they enjoyed working in the new studio and how drama and dance were helping them to enjoy books and reading more. Choral reading sessions (reading together as a class) are improving pupils’ fluency and understanding. Pupils working together as ‘reading giants’ (more able pupils partnered with less able pupils) are helping to develop pupils’ stamina and confidence in reading. Pupils’ progress in mathematics is also improving rapidly. The most-able pupils, including those who receive additional support through extra government funding, have attended workshops at a local independent secondary school. This has accelerated the progress of this group significantly. Overall the development of a mastery approach within the curriculum which enables pupils to use their mathematical knowledge and skills has accelerated progress in key stage 2. However presentation in books is not as good as it could be and pupils do not always show sufficient pride in their work. Currently staff do not comment on this and as a result improvement in the presentation of work in pupils books is slower than it should be.