The leadership team has maintained the good quality of education in the school since the last inspection. Your clear vision and determination have contributed well to the recent improvements in the school. You were appointed to the role of headteacher in September 2016 and have since put in place a range of new initiatives. These changes have had a positive impact on pupils’ learning and their personal development. During this academic year, significant and unforeseen staffing absence has been managed very well. You have worked with pupils, parents and carers, and staff to ensure that your school vision lives out in pupils’ everyday experiences. Your core school values of ‘Supportive, Tolerant, Aspirational, Respectful, Successful (STARS)’ are well known by pupils and evident in their behaviours. Relationships are nurturing and caring across the school. Consequently, pupils are happy and enjoy coming to school. One particularly striking characteristic of the school is pupils’ pride in their displayed work. High-quality and wide-ranging curriculum work is celebrated and shared in corridors and on classroom walls. The quality of leadership is good, although there are some refinements that need to be made. You have successfully steered the school through a period of transition from three to four classes in each year group. In response to this, you restructured the leadership team and put in place year-group leaders. Three senior leaders have been temporarily absent during this academic year. However, other leaders have stepped into their roles, enabling school improvement to continue. You are well supported by senior and middle leaders. Together, you have a good understanding of the priorities for the school. Improvement plans are focused and clearly outline when actions will take place and who is responsible for them. You evaluate the effectiveness of teaching on a regular basis and give teachers clear feedback on how they can improve different aspects of their classroom practice. One area that requires further development is the evaluation of pupil premium strategies for disadvantaged pupils. There is a range of thoughtful initiatives in place. For example, some disadvantaged pupils who have emotional and social barriers receive positive additional support through the school’s nurture provision. Attainment for disadvantaged pupils is rising, but is still not high enough by the end of key stage 2. The impact of additional support to improve their reading, writing and mathematics skills is not evaluated precisely enough. As a result, leaders and governors do not have a sufficient understanding of which strategies are proving most or least successful. Further work here will enable leaders and governors to channel the pupil premium funding into the strategies that are most likely to raise pupils’ attainment. Areas for improvement that were outlined at the previous inspection have been successfully addressed. Teaching, particularly in the lower part of key stage 2, has improved and is now consistently good. Teachers intervene effectively during lessons by questioning pupils to check or develop pupils’ understanding. Pupils’ mathematics books demonstrate that they use efficient methods for written calculations. Another area for improvement outlined at the previous inspection was to enrich pupils’ creative skills. The array of pupils’ art work displayed around school, coupled with the impact of the music specialist, demonstrate the positive actions that have taken place in this area. You have worked well with staff to develop a rich curriculum. There is a list of curriculum experiences that all pupils will receive by the time they leave the school. Curriculum activities such as going to the theatre, doing something for the community and raising funds for charity, add value to pupils’ personal development. A powerful part of the curriculum is the additional writing opportunities that pupils receive. Teachers find interesting ways to weave writing into the curriculum topics. This has positive impact on writing standards across the school and by the end of key stage 2, the proportion of pupils attaining the expected and higher standards in writing is above the national average. Governors are passionate about the school and keen to secure sustained improvement. Each governor carries out visits into school with a focus on their specific area of responsibility, so that they can evaluate the quality of leaders’ work. The governor who is responsible for safeguarding makes rigorous checks to ensure that the designated safeguarding leads are carrying out their statutory responsibilities. Governors’ understanding of the impact of pupil premium strategies and the end of key stage 2 performance data is not strong enough.