The leadership team has maintained the good quality of education in the school since the last inspection. Governors and leaders are united in their ambition for the school and this is starting to take effect in all aspects of provision. Since your appointment in January 2016, you have effectively tackled the weakest teaching and have a committed and supportive team. Together with your deputy headteacher, you are providing inspirational leadership for the parents, pupils and staff in the school. You have created a culture in which staff do not make excuses. You know the school well and acknowledge that the school, while good, can develop further. Your approach means that the school engages well with external partners to provide for the needs of pupils. The wide range of support and early help that you provide ensure that pupils feel safe in the school. Parents are overwhelmingly positive and hold the school in the highest regard. You have successfully built on many of the strengths highlighted in the previous inspection report. Pupils are respectful, courteous and well behaved. The excellent relationships between staff and pupils mean that pupils are fully engaged in lessons. This was exemplified in a Year 2 phonics lesson where pupils thoroughly enjoyed their learning because of the way that the work was presented by staff. You have successfully developed a more engaging curriculum which has introduced topics such as the Year 6 ‘survival’ topic where pupils tasted berries, mealworms and queen leaf ants in order to fully understand their work. The learning environment is bright and welcoming and encourages pupils to learn. Your team of pastoral staff, whose work is closely connected to the children’s centre, is successfully improving attendance. For example, the addition of the popular early breakfast club ensures that many pupils are on site before the start of the school day. A key focus of the inspection was to look at how the school is challenging the most able pupils, particularly in mathematics. The school’s focus has been on achieving the expected standard for the majority of pupils by the end of key stage 2. Although this is an important part of the school’s work, we agreed that there has not been enough emphasis on challenging pupils to achieve beyond this standard. At present, leaders’ use of the pupil premium grant provides much needed support to tackle pupils’ barriers to learning. However, leaders have not defined how the use of the grant is to make a difference to the achievement of the most able disadvantaged pupils. As such, governors do not have the information that they need to fully evaluate the use of the pupil premium funding. Safeguarding is effective. The safeguarding of pupils is a strength of the school. You and the school’s leaders provide a wide range of strategies which include relationship-building activities and individualised support for pupils. The school has good links with the local crisis team. The vigilance of leaders and staff, and their knowledge of the pupils in their care, identifies well potentially vulnerable pupils. It also supports families who are experiencing difficulties. Thorough monitoring and early identification of pupils’ needs is exceptional. All staff are fully committed to the safety of pupils and share this proactive approach. Regular staff updates and training ensure that all staff have up-to-date information about pupils’ needs and changes in legislation. Staff have received training on extremism and radicalisation and are alert to any signs. Pupils feel safe and parents are overwhelmingly positive about the school. Many of the parents I spoke to commented positively on the school’s pastoral care and its commitment to treat each pupil as an individual. Records relating to safeguarding are held securely and are organised well. Pupils are clear about how to keep themselves safe in the event of a fire, for example, and fully understand the precautions they must take when using the internet. They know that they can approach any adult at any time for support. Pupils are reflective, thoughtful and accepting of others and fully reflect the caring ethos of the school.