The leadership team has maintained the good quality of education in the school since the last inspection. You and your leadership team know the school well. You use detailed information about the progress of your pupils to set challenging but realistic aims for the school. Your leadership team and governors have maintained a clear focus on improvement despite an unusually large staff turnover in 2016 which was beyond your control. The multi-academy trust have confidence in the school and provide challenge and support when required. You and your team have taken effective action to tackle the areas for improvement from the previous inspection. As a result, the proportion of pupils achieving the higher standards in writing and mathematics in 2016 was similar to that seen nationally. The proportion of pupils achieving the higher standard in reading in key stage 2 in 2016 was also in line with national averages but was lower in key stage 1. However, the most able pupils currently in key stage 1 are working above the standard expected in reading. In mathematics, the most able pupils develop a greater understanding through reasoning and investigating numbers. Your drive to provide the best education possible for pupils means that you constantly look for ways to improve. You acknowledge that more could be done to increase the progress of the most able pupils in writing so that an even greater proportion attain the higher standards. Lower- and middle-ability pupils make consistently more progress from their starting points than the most able pupils. You recognise that the teaching and application of grammar, punctuation and spelling is inconsistent across key stage 2. Pupils write at length in history across school and in other areas of the curriculum in Year 5 and Year 6. However, pupils are given few opportunities to apply their writing skills in geography and science in other year groups. This lack of consistency hampers pupils’ progress, particularly for the most able. Your belief in life-long learning shines through. Pupils are taught skills which prepare them for future learning. They value the education they receive and one pupil told me that: ‘You need a good education.’ Staff have permission to be creative in their approach and they provide good role models for pupils through their own professional development and research. The breadth and creative delivery of the curriculum is a strength of the school. Pupils have a wide range of opportunities, including music, art, physical education and computing. Pupils are proud of their sporting success. However, you acknowledge that pupils’ understanding of different faiths is not well developed. Your website does not contain sufficient information about the curriculum. Pupils are polite and well-mannered. They behave well at all times. They say that behaviour is good, although there is some low-level disruption in classes and ‘sometimes people fall out’. British values are promoted well and pupils demonstrate a good understanding of other cultures. However, pupils have limited knowledge or understanding of different religions. Parents speak highly of the school. They value the communication they receive and the way that they are encouraged to be part of their child’s learning. One said: ‘Staff are nurturing, caring and inclusive and this filters down to the children.’ A small minority of parents expressed concerns about the way that the school deals with bullying. This was not borne out by the inspection. Pupils said that bullying is rare and is dealt with by adults. Records of behaviour are clear and the few incidents of bullying are followed through. Safeguarding is effective. Your governors ensure that all policies and procedures are in place, including checks on teachers and governors. Training for staff is comprehensive and up to date. The school utilises support from additional agencies to support vulnerable pupils as well as working with the local authority. You demonstrate a determination to ensure that pupils are kept safe and any unknown absences are followed up swiftly. Consequently, all safeguarding arrangements are fit for purpose and records are detailed and of a high quality. Inspection findings Pupils benefit from good teaching at all levels. New members of staff benefit from support and coaching from more experienced staff. Consequently, most pupils currently in the school, including those who have special educational needs and/or disabilities, make good progress from their starting points.