The leadership team has maintained the good quality of education in the school since the previous inspection. In particular, you have been successful in implementing positive changes to the way in which the school is led and managed. The previous inspection report identified a need for leaders at the school to identify more accurately areas which needed to be improved. You have made sure that this happens. Your evaluation of the school is accurate. You have identified specific areas which could be better, and you are working diligently and effectively to ensure that they are. You have invested time in ensuring that teachers in the school work closely in partnership with teachers at another local school so that they can share ideas. You have developed a better understanding of the need to base what pupils do on their starting points. As a result, the quality of teaching has improved and most teaching meets the needs of most pupils well. Governors are rightly confident in your leadership. They appreciate the improvements you have made. They, too, have developed their practice. Governors receive better-quality information about pupils’ progress than they did in the past and use this to challenge you and hold you to account. They use the expertise of an external adviser to ensure that what they are being told is accurate. While governors feel that the school has moved forwards, they are keen to ensure that the school continues to get better. As a result, governors are in an ongoing process of reviewing and refining the way they work so that they are as effective as possible in supporting and challenging you. Most parents who responded to Ofsted’s online survey, Parent View, are positive about the school. In particular, they feel that pupils make good progress and are well taught. Similarly, most pupils who completed their survey enjoy school and feel that their teacher helps them to do their best. However, some parents and some pupils raised concerns about behaviour. You recognise their concerns. You agree that you could further develop the work you do with parents and pupils so that they understand how you are addressing the things which are worrying them. Safeguarding is effective. You have secure arrangements to keep pupils safe. You have a well-kept record of adults who might come into contact with children at the school, and maintain clear records of concerns about pupils. Your systems enable you to identify quickly any emerging patterns which might suggest that a child is at risk of harm. Pupils are effectively taught how to keep safe. Staying safe online has a high profile, and children are taught about other risks they may face, such as ‘stranger danger’. The vast majority of pupils who responded to Ofsted’s pupil survey, and all the pupils I spoke with during the inspection, said that they feel safe in school. Inspection findings During the inspection, I wanted to establish if pupils are well taught across the school. This is because the previous inspection identified a need for teaching to improve, particularly with regard to strengthening pupils’ skills in punctuation, grammar and handwriting. Teachers at the school now work collaboratively with teachers in a partner school to plan lessons. They have training sessions on how to improve their teaching. You have raised teachers’ expectations of how well pupils should be able to write and provided them with opportunities to compare the quality of their pupils’ writing to that of pupils in other schools. Teachers are therefore able to assess the quality of pupils’ work accurately. Most teaching across the school is good, including for punctuation, grammar and handwriting. My next line of enquiry related to the progress that pupils make in key stages 1 and 2 in reading, writing and mathematics. In 2016 and 2017, pupils typically made less progress than their peers nationally through key stage 2 in each of these subjects. While attainment at key stage 1 was broadly average in 2017, the proportion of pupils who passed the Year 1 phonics screening check has been below average for the last three years. When you arrived at the school in September 2017, you recognised that teachers’ expectations of what pupils could achieve were not consistently based on pupils’ starting points. As a consequence, teachers did not routinely set work which was challenging enough to ensure that most pupils made good progress.