The leadership team has maintained the good quality of education in the school since the last inspection. You and your staff have created a welcoming and safe learning environment for your pupils and you know them well. You have taken effective action to address the areas for improvement that inspectors identified during the previous inspection. You have enhanced the quality of teaching, especially in mathematics, by introducing lesson study. This is a process by which teachers share and acquire good practice by careful observation of the most effective teachers, both in your school and in other schools. You have also worked on developing teachers’ questioning skills, and we saw effective examples of these during our joint visits to classes. Consequently, achievement in mathematics for the majority of pupils is typically strong. However, you accept that there is sometimes a lack of challenge for the most able pupils. You have also improved the design of the outdoor area for children in the early years. This is now a place where they can develop their skills well, including writing, number and physical development. Children typically make good progress from their starting points and the design of the outdoor space has made a positive contribution to this progress. I met with some pupils from key stage 2 during the inspection. They told me that they enjoy school and that it is a welcoming place. They appreciate the variety of clubs that the school provides, such as cricket and steel band. They also enjoy educational visits, such as to mosques and synagogues as part of their religious education, and find these help them to understand other faiths well. All of these activities contribute effectively to their spiritual, moral, social and cultural development and promote a good understanding of fundamental British values. Pupils also said that their teachers help them to make progress in their learning. They do this in different ways, such as, in the words of one pupil, giving ‘constructive criticism’. Pupils also told me that they find the work they do ‘quite challenging and quite fun’. They showed themselves to be well mannered and articulate. You have quickly identified areas for improvement for the current academic year and have drawn up plans with appropriate actions. For example, you have introduced a new tracking and assessment system to provide greater detail in assessing subjects other than English and mathematics. However, you acknowledge that the criteria for success in your plan do not relate precisely to measurable achievement of pupils. My discussion with members of staff revealed that they are very positive about the school. They talked of its family atmosphere and all-round warm relationships. They are clear about the school’s priorities to secure further improvement. They appreciate the training that leaders provide and how it is linked to their performance management targets and to the school’s development plan. They spoke confidently about the programmes that staff use to encourage pupils’ broader development, such as philosophy for children and the educational visits that pupils enjoy. The external adviser whom you have commissioned and the local authority adviser have a clear understanding of the school’s strengths and areas to develop. Though their involvement is appropriately ‘light touch’, they provide effective support. Safeguarding is effective. The leadership team has ensured that all safeguarding arrangements are fit for purpose and records are detailed and of high quality. Your reporting process is thorough and you effectively pursue matters with agencies, such as social services, when required. The school’s single central record of checks on staff is compliant. Staff and governors receive regular and thorough training in safeguarding. Staff have a secure knowledge of the different kinds of abuse that pupils could suffer and are alert to the signs. They make pupils aware of particular safeguarding issues that are prevalent in the local area, such as grooming, and provide opportunities to discuss issues concerning radicalisation. Pupils feel safe in school and understand the various forms of bullying. They say that it very rarely happens, but they are confident that teachers would manage it effectively if it did. All of these features amount to a strong culture of safeguarding in the school.