The leadership team has maintained the good quality of education in the school since the last inspection. You have established a focus on continuing improvement that is shared by all staff and members of the governing body. You and your leadership team have reviewed teaching and assessment procedures. You have brought in changes that are making sure that all pupils make the best progress possible. Because of effective teaching and clear leadership, pupils make good progress and achieve good and improving standards. As a result, in 2017, the proportions of pupils in key stage 1 who reached the expected standards were above those seen nationally. In addition, you and your team have enabled pupils to work at a greater depth of understanding and, again, the proportion reaching this standard was above that seen nationally. You and your team have addressed the areas for improvement identified at the last inspection. Teachers are using information about pupils’ learning accurately, to plan lessons that enable different ability groups to make the best progress possible. You and your leadership team have also ensured that robust systems are in place for staff to share the good practice in school. In addition, you have made sure that they are able to look beyond their own school and learn from other teachers in the local area. Your team’s commitment to pupils’ academic development is matched by its commitment to pupils’ wider personal and social development. Pupils behave in a very positive way and show great care and concern for each other from an early age. For example, children in Reception were happy to help each other with their writing when producing a report about ‘The tiger who came to tea’. They enjoyed giving advice as to what to write and how to spell words. Older pupils take on additional roles as ‘buddies’ to support younger pupils in making friends and addressing low-level concerns. Pupils are very polite and friendly and show a genuine interest in visitors to their school. There is a calm and orderly atmosphere around school, and pupils arrive at lessons ready to learn. Parents recognise and appreciate the care and guidance that you provide. As one parent stated, ‘I feel happy that my child is going into a lovely, safe, secure and well-looked-after school, which gives me peace of mind.’ The quality of teaching continues to improve because of your resolute focus on this aspect of the school’s work and the range of personalised staff training and development provided. This improvement in the quality of teaching and a sharper focus on pupils who may be at risk of falling behind are accelerating the progress that pupils make in their learning. This is particularly the case for disadvantaged pupils and those who have special educational needs (SEN) and/or disabilities. The governing body is made up of a committed group of individuals who bring a wide range of skills to support the school. Recently, there have been several changes in the membership of the governing body. However, these changes have been managed well to make sure that governors, overall, continue to have the skills and understanding necessary to fully support the school. Governors have a good understanding of the school’s strengths and areas for improvement. They are appropriately challenging and visit the school regularly to check that the information given by leaders is accurate. Safeguarding is effective. School leaders and governors maintain a continual focus on pupils’ welfare and have established a strong culture of safeguarding. Careful checks are made on the suitability of adults working at the school. You have ensured that all staff receive up-to-date training on key safeguarding issues. Any concerns over pupils’ welfare are pursued thoroughly and recorded accurately. School leaders and governors carry out regular reviews of safeguarding practice. Pupils feel safe and well supported in school, and their parents and carers agree. Pupils from Year 1 to Year 4 spoke confidently about being able to talk to any adult in school if they have a problem or concern. Pupils feel that bullying is rare in school and, if it did happen, it would be tackled quickly and effectively by their teachers. Pupils also have a good knowledge of how to stay safe online and are very clear as to when they can access different types of social media. Your school’s focus on providing a safe and caring community supports pupils in feeling safe and secure.