The leadership team has maintained the good quality of education in the school since the last inspection. Since the last inspection, there has been a large turnover of staff. You and the governing body have made changes to the leadership structure of the school and to the support team, effective from September 2017. Senior and middle leaders are improving the quality of teaching effectively. Leaders take part in professional development opportunities, including national initiatives such as on improving the teaching of mathematics across the country. They learn from and share best practice within the school and with a number of other schools. Leaders help teachers plan and deliver successful lessons, support their professional development and hold them to account for pupils’ progress. Pupils continue to make good progress overall from their starting points. In 2017, the proportion of Year 6 pupils attaining the expected standards in reading, writing and mathematics was average. Those attaining greater depth was above average. Notably, progress in reading was significantly above average. You correctly identified that outcomes in writing across the school were weaker than in reading and mathematics. Early years leaders and the literacy leader have introduced some new strategies for improving the teaching of writing across the school. Assessment information shows that current pupils are making better progress than before. The school continues to give pupils many exciting and stimulating enrichment activities that make a strong contribution to their learning and personal development. This year, the school is working with an external provider who delivers sessions in all year groups to help pupils learn and perform Shakespearian plays. They also deliver training for the teachers and prepare the pupils to perform plays in front of parental audiences. This initiative is having a positive impact on pupils’ understanding of great literary works and on their writing and articulacy. Performances make a positive contribution to building pupils’ oracy skills and their confidence. Safeguarding is effective. The arrangements for safeguarding are effective. The designated safeguarding leaders know the pupils and their families well. They provide staff with regular training. Leaders, including governors and members of staff, have a good understanding of the potential safeguarding risks in the local community. Members of staff are vigilant and report immediately any concerns that they may have about a pupil’s welfare. Leaders work closely with parents and carers and with external agencies, such as the local authority early help team, to make sure that pupils’ safety and welfare are assured. The curriculum helps pupils to understand how to keep themselves safe in different situations. This includes lessons and assemblies on how to stay safe when using social media or electrical equipment. The National Society for the Prevention of Cruelty to Children delivered some workshops and assemblies on their ‘Speak out Stay safe’ programme. It aims to give pupils the knowledge and understanding they need to stay safe from abuse and neglect. The leadership team has ensured that all safeguarding arrangements are fit for purpose, and records are detailed and of a very high quality. Inspection findings The last inspection report said that leaders should make learning in the early years more challenging, especially in developing children’s literacy skills. Inspectors also recommended that leaders should make the indoor and outdoor learning environment in the Nursery and Reception classes richer and more stimulating. There was a major change in early years staffing in September 2017. The deputy headteacher is now the early years leader, and all staff, except one teacher, were new in post. A new early years teacher has particular expertise in teaching writing and has trained other members of staff across the school on how to improve their teaching of writing. Leaders have also introduced some new approaches for improving children’s reading. In addition, there are small support groups for disadvantaged children, specially designed to help them catch up with their language and communication skills. These initiatives are having a positive impact. Assessment information shows that a higher proportion of children are on track this year to reach a good level of development by the end of Reception.