The leadership team has maintained the good quality of education in the school since the last inspection. You and your leadership team have a very good understanding of the school’s strengths and weaknesses. Your evaluation is accurate and the school’s development plan focuses on raising attainment, particularly of middle-attaining pupils, which your robust analysis has identified as a priority. Middle leaders, in addition to being highly effective teachers themselves, are driving the school’s improvements with tenacity. Governors are very supportive and knowledgeable. They are a reflective group and have improved their procedures for holding leaders to account for the achievement of pupils. They make effective use of the information they receive and this enhances their strategic role. Children enter school in the Nursery and Reception classes with skills that are below those typically expected. Teaching is well focused on sensory activities and personal, social and emotional development to prepare children well for the next stage of their learning. The work in pupils’ books indicates that they are making good progress as a result of good teaching throughout key stages 1 and 2. You and your leaders are very aware of the dip in standards in the national assessments at key stage 1 last year following some instability in staffing. You have worked hard to ensure that standards in key stage 1 rise. Attainment at the end of key stage 2 was in line with national averages in 2016. Leaders have tackled the areas identified for improvement at the last inspection with drive and purpose. An area for improvement was to encourage pupils to become more confident learners. Teachers now make it clearer to pupils what they need to do to be successful in their work. Pupils gain in confidence as they check for themselves whether or not their work meets the agreed acceptable standard. Pupils value the support of teachers to achieve their goals. As one Year 5 pupil put it, ‘Teachers make sure you get it by the end of the lesson.’ In the early years, leaders ensure that children have opportunities to select their activities independently. Children enjoy exploring language, as shown by a small group who were playing in the ‘Gruffalo’s den’. They could confidently retell the story and were enthusiastically acting it out. Pupils enjoy school. They value the support teachers give them when they are stuck with their work and comment that teachers ‘make every lesson fun’. Pupils participate in a wide variety of extra-curricular opportunities, including clubs, visits and tournaments. Safeguarding is effective. Safeguarding procedures are robust. Records are maintained meticulously. A thorough record is kept of checks made on the suitability of adults to work with children. Staff training is up to date, including basic awareness and how to identify and prevent radicalisation. Governors’ training is also appropriate for their role. Partnerships with agencies to support vulnerable families are strong. Pupils feel safe in this school. Parents are also of the view that their children are kept safe. Pupils are appropriately protected when accessing the internet. Any breaches are dealt with swiftly and sensitively. Pupils are very aware about their own personal safety through age-appropriate lessons. Where learning takes place outdoors, attention is paid to safety when, for example, pupils light fires and cook on them. Attendance rates of all pupils and groups of pupils are currently better than national averages. Leaders have implemented very good procedures to tackle absenteeism. Leaders are aware that the significant absence of a small number of pupils last year was due to very specific individual circumstances.