The leadership team has maintained the good quality of education in the school since the previous inspection. Together with senior leaders and governors, you have led a successful, sustained drive to improve the school. The leadership team has a clear view of the strengths of the school and the areas that need to be tackled to bring about further improvements. You all share a clear vision to enable the school to be the best it can possibly be by enabling pupils to achieve the best possible outcomes and to become mature, caring individuals. The school community understands and embraces the school’s motto of ‘Proud to Belong’. A strongly inclusive culture helps this large school to feel like a family where everyone is known, listened to and cared for. Parents are overwhelmingly positive about the school. One parent said: ‘The school has a strong ethos of being Proud to Belong, and they motivate children to achieve their best in all areas of life.’ Parents speak enthusiastically about the way that teachers, support staff and senior leaders all listen carefully to any concerns and sort out any issues promptly and decisively. Almost all the many parents who expressed a view said that they would recommend the school to others. Pupils love coming to school. They behave well and have strongly positive attitudes to learning. They enjoy the lessons that teachers plan for them. Pupils feel challenged in their learning because staff have high expectations of what they can achieve. One pupil talked about how teachers would always provide work ‘over the limit bar’ if something was too easy. Teachers offer useful guidance to pupils to help them learn from their mistakes and understand how to improve. Lessons capture pupils’ interest and are often memorable because of teachers’ imaginative planning. For example, pupils in Year 6 explained how they had learned about the structure of the heart by dissecting an animal’s heart. This followed a lesson where they had studied diagrams of a heart, found out about how it worked, and learned the right vocabulary to describe its parts. Other pupils talked about exciting visits that they enjoyed, including to the Science Museum, the Natural History Museum in London and to Butser Ancient Farm. Pupils achieve well in school. Teachers provide especially well for the most able pupils. This was an area that inspectors asked leaders to improve at the previous inspection. In recent years, at the end of key stages 1 and 2, the proportions of pupils who achieved the higher standards in reading, writing and mathematics have been well above those seen nationally. Children get off to a strong start in the early years. Teachers plan an exciting range of activities to help children secure the basic skills they need to be successful in school. In both the Nursery and the Reception class, children become independent, enthusiastic learners, indoors and out. Learning activities engage children’s interest, spark their curiosity and challenge them to achieve well across all areas of learning. Staff are on the lookout for opportunities to help children practise and deepen their understanding of reading, writing and mathematics. This addressed another area identified for improvement at the previous inspection. Morale among staff is high and all who answered the staff questionnaire agreed that they enjoy working at the school and are proud to be part of the staff team. Senior leaders ensure that staff have the right training and support to be able to carry out their work effectively. In particular, there is strong support to develop the leadership capacity of the school. The leadership team is always on the lookout for opportunities to equip staff with the skills to take up leadership responsibilities. Safeguarding is effective. The leadership team has ensured that all safeguarding arrangements are fit for purpose. Leaders and governors have established a strong culture that places the well-being of pupils at the heart of the school’s work. All staff receive regular training so that they have a thorough understanding of how to look after pupils and to notice, report and record any concerns quickly and accurately. Senior leaders work well with external agencies to ensure that vulnerable pupils and families receive the right help to make sure that pupils remain safe. Children learn how to stay safe from a young age. A boy in the nursery showed me how he could use scissors independently to cut a shape out of paper. He did this confidently because staff had taught him carefully. Pupils of all ages learn how to stay safe in a range of situations, including online. Learning in the woodland area of the school helps pupils understand how to recognise and avoid risks out of doors, for example when using tools and when around fires.