The leadership team has maintained the good quality of education in the school since the last inspection. Pupils of all ages and abilities make good progress from their individual starting points. The achievements of the most-able pupils was an area for improvement at the previous inspection and the changes make sure that this group of pupils are doing well. When families ask for help, staff are quick to respond and this makes an important difference to pupils’ confidence, motivation and emotional well-being. Support from the Rainbow worker and the special educational needs coordinator is especially valued. Similarly, the Family Learning Project is very popular with parents and pupils, and successfully motivates the pupils involved. Learning is not only purposeful and planned well but also gives pupils memorable and meaningful experiences. Pupils enjoy lessons and concentrate well. They are confident to ask for help when they are unsure or confused. They trust adults to help them learn from mistakes and know that if they keep trying they will learn more. Pupils’ behaviour is managed effectively so that learning takes place in a calm and relaxed atmosphere. Classrooms are vibrant, resourced and well organised so that pupils have what they need to succeed. Successes are celebrated frequently and publicly. Pupils’ work in books is presented carefully to show what they have learned. Pupils like the feedback to help them know what they could improve and teachers use pupils’ work effectively to plan what needs to be covered in future. Development of the outdoor space for the Reception classes, an area for improvement at the previous inspection, gives more opportunities for children to learn outdoors. The transition from a first school to a primary school has gone well. This is because the potential problems have been thought through carefully to make sure that the first group of Year 6 pupils are ready for the high school. Staff have high expectations for pupils’ personal development and academic performance, and pupils rise to the challenge. Pupils have additional responsibilities and privileges, which they carry out maturely, and they take initiative. Younger pupils look up to the Year 5 and 6 pupils and look forward to the time when they can be in upper key stage 2. Staff are proud to work at the school and feel part of a strong team. They are very positive about your support. In particular, they value the training and guidance to improve teaching. As a result of your support, staff try new things with confidence, which develops their professional expertise. Safeguarding is effective. The leadership team has ensured that the school’s arrangements to safeguard children are fit for purpose and that records are sufficiently detailed. Two particular things play a significant part in maintaining high vigilance for pupils’ safety. Firstly, staff and governors are well trained to safeguard children. Governors keep a close check on these arrangements. Staff understand that safeguarding children includes a wide range of issues and these are built into the curriculum. As a result, there is a range of appropriate opportunities for pupils to learn how to stay safe and healthy. These include road safety, safety on the internet and the physical and emotional changes that pupils can expect as they get older. Secondly, the good relationships between staff and pupils’ families mean that parents often ask for advice on a range of issues relating to children’s well-being. There are many examples where the collaboration between parents and staff has given pupils the help they need to stay successfully engaged with their education. Timely referrals are made to outside agencies such as mental health teams and other health professionals. There is effective support for pupils at risk of exclusion because of their inappropriate behaviour. Their needs are well understood and managed so that their education, and that of their classmates, is not disrupted. Inspection findings The senior leadership team has a very clear picture of the school’s strengths and areas for further improvement. The current priorities reflect the most important things for development. Responsibilities for improvement are appropriately shared within the leadership team, with you and the deputy headteacher taking a strategic overview to challenge the effectiveness of the leaders’ actions.