The leadership team has maintained the good quality of education in the school since the last inspection. You demonstrate a passion and determination to provide the best for the pupils. Through astute changes to the leadership structure, the school now has four senior leaders who possess a wealth of skills and knowledge. They know the school well and areas highlighted for improvement in the last inspection report have been tackled with rigour. Middle leaders and junior staff are supportive of leaders and, through their dedication and teamwork, an attractive and stimulating environment for learning has been created. Displays in the corridors and classrooms are vibrant and teaching walls provide practical support and examples of good practice. A number of parents praised the good work of the school and particularly the professionalism of the teaching staff and teaching assistants. One parent wrote to me saying, ‘We are impressed on every level and both my children are blossoming.’ Pupils are equally proud of their school and spoke enthusiastically of the many good things it offers. All said they felt safe and well supported and, consequently, enjoy coming to school. Your relentless pursuit for developing the school further and providing the best for the pupils has meant that areas for improvement, which were recommended in your last inspection report, have been tackled with rigour. Significant work has been carried out to closely track the progress pupils make and increase the challenge for all abilities. The introduction of regular meetings to moderate pupils’ work ensures that pupils are assessed accurately. Any pupils with gaps in their learning are quickly identified and supported. A new curriculum has been implemented and this ensures no repetition of subject matter and a clear progression of skills. The mathematics scheme has been updated and class ‘guided reading’ across the school ensures that pupils are developing effective comprehension skills. A reading support programme has been introduced in the early years and key stage 1 to support reading and writing. Performance management targets for staff are appropriately challenging and governors and leaders work closely together to monitor teaching. Pupils are achieving well throughout the school. In the early years, children get off to a wonderful start. Outcomes in the early years have improved year on year in recent years. Most children are ready for learning in Year 1. A well-above-average proportion of pupils achieve the expected standard in the Year 1 phonics screening check. In 2017, standards by end of Year 2 increased considerably. A much higher than average proportion of pupils reached the expected standards in reading, writing and mathematics. Leaders are now working to increase the proportion of pupils who reach the higher standards by the end of Year 2 and, although this is starting to pay off, this is still an area for further improvement. In key stage 2, pupils’ achievement in mathematics is particularly good and standards by the end of Year 6 are very high. However, in recent years, achievement in reading and writing in key stage 2 has not been as good. Leaders have taken action to boost pupils’ achievement in key stage 2 in these subjects. Although pupils are now making better progress, you know that there is further work needed to increase the level of challenge, especially for the most able pupils, so that a greater proportion of pupils reach the higher standards in these subjects. Safeguarding is effective. You and your senior leaders have established policies and practice that are highly effective and fit for purpose. Safeguarding records are appropriately detailed and of high quality and all checks for the recruitment of staff are in place. You have prioritised child protection training for teachers and governors and staff meetings and governor meetings always feature safeguarding as an agenda item. All staff have recently completed the ‘safeguarding online’ training and a working party of staff and governors are working towards the 360-degree quality mark which recognises effective internet safety procedures. Pupils at risk or subject to child protection plans are well supported. One parent was keen to describe the excellent support that she had been afforded and described how teachers and assistants had provided an ‘environment of stability, comfort and safety’ for her child. These views were reflected in Ofsted’s online parent questionnaire where almost all those who responded felt that their child was safe at school. Pupils’ attendance is monitored assiduously by you and your office staff, with the result that the attendance rates of pupils for the past three years have been either above or in line with national averages. Pupils were keen to explain to me the rewards that good attendance brings. Pupils said that they feel safe at school. They described behaviour as good and explained that incidents of bullying were rare and quickly dealt with by teachers.