The leadership team has maintained the good quality of education in the school since the last inspection. You and other members of the senior team have worked hard to build and maintain a dedicated team of staff who strive to improve their practice and to do the very best for the children in their care. Your ethos of ‘We care, we learn, we have fun’ is evident throughout the school. Staff value pupils’ work and efforts, and motivate them to seek further success. As a result, pupils are happy and keen to learn. Almost all of the parents I spoke with, and those who replied to Ofsted’s online survey, Parent View, were full of praise for the way staff ensure that pupils ‘have fun while they are learning’. Many highlighted how well and quickly their children settle into the school and how approachable and caring teachers are. Parents also praise your leadership and commitment to ensuring that their children attend a ‘friendly, nurturing school’. The great majority of parents would recommend the school to others. Pupils enjoy school. They speak enthusiastically about their learning and they appreciate the help and support that they receive from teachers. They benefit from a wide variety of visitors, visits, including to different places of worship, and extracurricular activities such as clubs. Some pupils have trained to become ‘digital leaders’ so they can help other pupils and teachers use computer technology more effectively. The school’s curriculum is planned to develop pupils’ resilience and persistence; one pupil said, ‘We keep on trying and it gets easier.’ Behaviour is good around the school and in lessons. Pupils get on well with each other, valuing each other’s similarities and differences. You know the school very well. Your rigorous self-evaluation has enabled you to identify the right priorities for improvement. Actions in the school’s development plan are well chosen. You have successfully tackled the areas for improvement identified at your previous inspection. Teaching assistants have improved their skills as a result of well-targeted professional development and they are actively involved in supporting the learning of all pupils throughout the school. Pupils listen attentively to their teachers during lessons and begin tasks quickly because teachers’ explanations are clear. Standards in writing for pupils in Year 2 have improved and, in 2016, matched those of pupils nationally. Pupils in key stage 1 are developing a pleasant handwriting style and the current work in their books shows they have a secure grasp of grammar, punctuation and spelling for their age. They make good progress from their starting points at the beginning of Year 1. You recognise that some children in the early years have not made as much progress with their writing and reading as you expected this year and that more should be reaching the expected standard. Governors are enthusiastic and supportive. They visit the school regularly to check on aspects of the school’s work. They produce reports that are discussed at meetings of the governing body but they do not always follow up and rigorously check on the impact of leaders’ actions. You provide the governing body with a comprehensive range of understandable information about the school. Currently, however, governors do not challenge you enough about this information so that they can hold you to account and contribute to further improvement. You work collaboratively with schools that are part of a local teaching school alliance. This enables you, other leaders and staff to share their expertise with others and to learn from effective practice elsewhere. Safeguarding is effective. Your commitment to keeping children safe has ensured that staff in the school are fully aware of their responsibilities in ensuring that the school is a safe and caring environment for pupils. Safeguarding arrangements are fit for purpose and records are detailed and of a high quality. You are tenacious in ensuring that pupils receive the help and support they need in a timely manner. All staff have regular and upto-date training to understand their responsibilities in keeping pupils safe. As a result, they are vigilant and are clear about what they should do if they have a concern. Leaders and the governing body ensure that there are robust systems in place for recruitment and induction of new staff. You undertake regular safeguarding audits and use these to improve your practice further. You involve governors closely in this so that the governing body can check that the school is doing what it should.