The leadership team has maintained the good quality of education in the school since the last inspection. You have successfully created a culture in which you expect all pupils to engage in learning and play a positive role in their school and community. You successfully provide an education that ensures the pupils’ low starting points on entry are not a barrier to them achieving well. You and other leaders have worked hard to create a curriculum which expands pupils’ horizons and broadens their minds with unforgettable learning experiences. A wide range of trips, residential and guest speakers at school switch pupils on to learning. You and your teachers have created imaginative ways of encouraging pupils to want to write. For example, Year 2 pupils discovered a dragon’s egg in their playground and this led to pupils enthusiastically wanting to develop their writing about this event. You have made sure that there have been significant improvements since the previous inspection. Nursery provision, which was an area for improvement, is now much stronger. Teachers are more in tune with children’s interests and are responsive to exploiting these to build worthwhile learning experiences. Teachers work well together to ensure that there are regular and effective opportunities to develop children’s speech and language skills. You and other leaders regularly check on the quality of teaching and pupils’ progress in early years, English and mathematics. In these areas, you regularly visit classrooms to see for yourself the quality of teaching, the quality of work in pupils’ exercise books and check these findings against assessment information. The checks you and middle leaders make across the wider curriculum are not as effective. You and your middle leaders do not have a clear enough picture of how well subjects such as history, geography, science and religious education are being taught. Consequently, leaders have not been quick enough in spotting the missed opportunities for pupils to practise and develop their writing skills across the wider curriculum. You and other leaders do not shy away from areas that need to improve further. You have rightly identified the need to improve the progress children make in early years, improve reading by the end of key stage 1 and continue to improve writing across the school. There are signs that improvements are taking place, but you and leaders remain focused on making sure that these remain key priorities for all in school. Safeguarding is effective. All staff that I spoke with recognise and understand the central role they play in making sure that pupils are safe and secure in school. The record of checks on the suitability of staff to work with children is well maintained and meets requirements. You make sure that effective checks are made on newly appointed staff before they join the school, including references that reassure you of their suitability. Staff, including administrative staff, have benefited from the safeguarding training that you as the co-head teacher/designated safeguarding leader have organised. Recent training has helped staff appreciate the issues related to child sexual exploitation, female genital mutilation and the dangers of radicalisation and extremism. As a result, staff feel more confident and capable in looking for potential concerns they may have about pupils’ safety. Improved information and recording systems are leading to timely and effective communication within school on safeguarding matters. You have worked hard to ensure that pupils attend school regularly. Attendance remains high and persistent absence is low. You have developed a wide range of rewards, including trips to the bowling alley, the local cinema and a chance to win the weekly attendance trophy. The attendance of particular groups of pupils, including disadvantaged pupils, has improved. You have established effective partnerships with the ABC Centre, a local alternative provision for the small number of pupils struggling to cope in school. As a result, there have been no exclusions. School staff make daily and weekly contact with staff at the alternative provision to check that pupils are attending regularly and achieving. Leaders have made sure that there are suitable plans in place to support the most vulnerable children and their families. Multi-agency plans show that there are clear outcomes agreed and a careful consideration of specific child and family needs.