The leadership team has maintained the good quality of education in the school since the last inspection. You have implemented robust policies and procedures that have enabled you to examine different aspects of the school and its provision in detail. You are thorough in the analysis of the school’s strengths and areas for development. As a result, your self-evaluation is accurate and your plans for school improvement are clear and concise. The school has a warm and welcoming atmosphere where pupils work hard and make good progress in a variety of subjects. Relationships between staff and pupils are strong. Pupils told me that they are happy at the school and feel safe, both inside and outside when playing on the playground. You and the other staff have helped to create a culture where ‘learning is a habit for life’. The senior leader responsible for English has recently introduced an approach to guided reading that aims to improve pupils’ vocabulary and comprehension skills. This has been successful and assessment information provided by the school indicates that the vast majority of pupils are on track to reach age-related standards in reading by the end of this academic year. In 2016, the proportions of pupils who achieved the expected standard in reading and writing were in line with national figures. The proportion of pupils who achieved the expected standard in mathematics was above the national figure. The proportions who achieved at a greater depth in reading, writing and mathematics were broadly in line with national figures. At the previous inspection, you were asked to ensure that teachers planned lessons jointly, that lessons had opportunities for pupils to learn through exciting and engaging activities, and that pupils had more opportunities to work independently. You have successfully tackled these areas by implementing whole-school topics that encourage teachers to share effectively their ideas and resources. ‘WOW!’ days have added to the pupils’ enjoyment of the curriculum. For example, recent visits to The Deep and the Natural History Museum have helped to deepen pupils’ knowledge and understanding of the topics ‘Life under the sea’ and ‘Dinosaurs’. Pupils told me they thoroughly enjoyed these visits. The ‘Research Zone’ allows pupils to work independently using iPads. The inspector also asked that particular attention be given to the pupils in Year 3 to ensure that these pupils make rapid progress. You have introduced a ‘gap analysis’ that helps teachers pinpoint any areas in which pupils in Year 3 need extra support in reading and mathematics. Consequently, pupils are quickly given the support they need in order to catch up. You have successfully created links with schools from other countries, including Bangladesh and Poland. In one class, I saw pupils in Years 3 and 4 using iPads to research what life is like for people who live in Guadeloupe. This work is enabling pupils to have a better understanding of life in cultures that are different from their own. Pupils do not currently have enough opportunities to practise problem-solving and reasoning skills so that they can make the progress of which they are capable in mathematics. You are already aware of this and some teachers are beginning to plan activities that challenge pupils in this way. Members of the governing body have a good mixture of skills and experience. Governors agree that they require more training for the governing body to hold you and other senior leaders fully to account for the actions you take. Safeguarding is effective. There is a strong safeguarding culture at the school. Rigorous checks are carried out on adults before they are allowed to start working or volunteering at the school. The single central record is well maintained and up to date. You have a robust system in place that enables staff to report to you any safeguarding or welfare concerns they have regarding a pupil. You make swift referrals to outside agencies, such as social care, should a pupil or family require extra support. Safeguarding records are detailed and you understand the importance of keeping them securely and in good order. You have undergone appropriate training in various safeguarding topics, including social media, sexting and the ‘Prevent’ duty. Consequently, you are aware of the dangers pupils may face regarding extremism and radicalisation. Staff receive comprehensive annual updates to ensure that their knowledge and understanding of safeguarding is up to date.