Senior leaders have maintained the good quality of education in the school since the last inspection. You have improved the quality of teaching, learning and assessment so that it is more consistent in every class. You have put together a professional and united staff and strengthened leadership at every level. All of your staff agree that they enjoy working at the school and that it is led and managed well. Staff morale is high and everyone is committed to your plans for continued improvement. Your strategic approach to improving the school is very effective. Senior leaders monitor all aspects of your provision closely to ensure that any weaknesses are tackled swiftly so as not to hinder pupils’ learning. Your recent strategy of training all of the staff team collectively has been most successful. It has encouraged your staff to discuss and reflect on the process of teaching to find the best methods that work for your pupils. Staff share their good practice readily and are keen to learn from each other. Both teachers and teaching assistants agree that leaders provide impressive support for any changes, new ideas or developments introduced. The experienced and skilful governing body provide sterling support and helpful challenge. They ask many purposeful questions to find out more about how the school operates, checking on its efficiency and ensuring that funding provides good value for money. For example, governors recently looked at evidence from lessons, books and pupil interviews to find out more about your new English curriculum. They considered staff views too before assessing that funding was having a strong impact on pupils’ progress and enjoyment in English. Governors use funding wisely to extend pupils’ knowledge and skills across the whole curriculum. This includes a strong investment in pupils’ emotional well-being, health and personal development. Governors supported senior leaders to redevelop the impressive school grounds, providing a nurturing outdoor play area that caters admirably for every pupil’s needs, interests and abilities. As a result, pupils say that behaviour has greatly improved. A large majority of parents praise the school. They say that staff are helpful and dedicated, keen to provide individual support for pupils and the wider family, especially with pupils with special educational needs and/or disabilities (SEND) or challenging circumstances at home. As one parent explained, ‘Children love attending school and are thriving in a supportive learning environment.’ At the time of the last inspection, inspectors asked leaders to improve the quality of teaching in Year 3 and 4 so that work challenged pupils and increased attainment. Leaders tackled this successfully with a whole-school approach to training and frequent checks on pupils’ progress. Now, high-quality teaching is consistent in every year group. Inspectors asked leaders to raise the attainment of disadvantaged pupils in school. Governors use pupil premium funding prudently to support disadvantaged pupils. They understand the varied and complex nature of pupils’ needs in school and at home. They ensure that funding addresses any barriers to learning for the large number of disadvantaged pupils in school, including a strong focus on pupils’ emotional well-being and better attendance. As a result of this, the attainment of disadvantaged pupils has increased over time, especially in mathematics, where this group of pupils are in the top 10% of schools nationally. In your previous inspection report, inspectors asked leaders to improve the attendance of a small number of pupils who were frequently absent. You have worked relentlessly to improve pupils’ attendance so that overall it is now in line with the national average. You use many strategies to engage parents in their pupils’ learning so that they understand the vital importance of their children’s regular attendance at school. You employ specialist staff to support families in need and work with many other professionals to help parents and pupils who have difficulties at home that prevent regular attendance. While persistent absence remains high for a small number of pupils, your records show impressive recent improvements in the attendance of several of these pupils. You now have the staffing, strategies and support in place to build on this good progress. Safeguarding is effective. The leadership team makes sure that safeguarding arrangements are fit for purpose and effective. You place safeguarding at the centre of the school’s work, prioritising pupils’ physical and mental health while they are in your care. Staff and governors receive regular training and understand how to apply this adeptly within school. They all know what to do if they spot a concern or have concerns reported to them.