The leadership team has maintained the good quality of education in the school since the last inspection. You have provided strong, dedicated and astute leadership, which has driven the continuous development of the school. The appointment of the deputy headteacher in September 2017 has increased leadership capacity to assist the delivery of your vision for improvement. Along with your leaders and governors, you have accurately identified the school’s strengths and priorities for improvement. The school’s detailed self-evaluation and improvement plan clearly identify the priorities for improving the school further. Leaders, staff and governors have successfully tackled the areas for improvement identified at the previous inspection. They have also maintained the previously identified strengths. This is because you and your staff regularly review the quality of teaching and your curriculum provision, to ensure that these meet the needs of your pupils. Leaders use a range of approaches, including seeking an external view from the local authority education development partner and headteacher colleagues, to check the impact of their actions. A key strength of the school that has been maintained is the personal development and welfare of your pupils. From the very outset, children starting in the Reception class enter a caring, nurturing environment which helps them to develop their social skills and self-confidence. This continues as pupils get older with a range of opportunities for responsible roles around school, such as the school council and the energy team, to develop pupils’ citizenship skills. Parents and carers who responded to Ofsted’s online questionnaire, Parent View, were overwhelmingly positive about your school and all would recommend the school to another parent. Many parents mentioned the caring and supportive ethos of the school where the staff help children to learn and thrive. The key area for improvement at the last inspection was to raise attainment further. You and your staff have made great strides in addressing this. In early years, children are making at least good progress from their starting points and many are making rapid progress. As a result, the proportion of children achieving a good level of achievement has improved over the last four years and your 2018 results were particularly strong. Furthermore, the proportions of children who are exceeding the expected standards in all areas of the early years curriculum compare very favourably with the national averages. However, you are not complacent, and you continue to work to improve children’s outcomes in writing, particularly for boys. Similar to the improving outcomes in early years, pupils continue to make good progress across key stage 1. In 2018, pupils’, including disadvantaged pupils’, outcomes in reading, writing and mathematics generally improved. Consequently, pupils’ attainment at both the expected standard and greater depth is strong in these subjects. However, you and your staff remain focused on embedding some of recently introduced improvements for the teaching of writing and mathematics. Safeguarding is effective. The leadership team has ensured that all safeguarding arrangements are fit for purpose. Leaders, staff and governors give the highest priority to keeping pupils safe and there is a strong culture of safeguarding across the school. Leaders complete careful safeguarding checks for all staff, governors and volunteers. Staff and governors receive regular and appropriate training, so they know the school’s procedures and how to keep pupils safe. Links with other agencies are well managed. You have a good understanding of how to deal with any concerns linked to safeguarding pupils from extremism and on the rare occasion that you have had concerns you have responded to them promptly. All parents who responded to the Parent View questionnaire believe that their child is happy and feels safe in school. Inspection findings You are an outward-looking leader who works well with other schools in the locality. This is helping to support pupils’ transition and their continuity of learning when they move to their next school. Your work with the local school cluster, completing headteacher peer reviews of each other’s schools, enables you to gain an objective check of your school’s improvements. At the same time, this network of schools enables you to identify effective practice which may be adapted to improve your school. The recently appointed deputy headteacher has been very effective in driving improvements in early years provision and mathematics. His initial focus on developing early years has improved the quality of early years provision and children’s outcomes by the end of Reception. Development of mathematics has been a more recent focus for your school.