The leadership team has maintained the good quality of education in the school since the last inspection. Following a period of turbulence in staffing, when the school converted to an academy, you have built a new leadership team that works effectively with all staff to provide a harmonious learning community. Staff are dedicated to meeting the personal needs of pupils and their families, while encouraging pupils to reach their full potential academically. You and your deputy headteacher have an accurate and reflective view of the school’s strengths and priorities. You are determined to improve the school further and have high expectations of what you and your staff can achieve. The chair of the newly formed local governing committee and other governors whom I met are well aware of all aspects of school life and what could be made even better. They bring with them a wide range of skills with which they support and challenge you to drive improvements. The leadership team is aware, for example, of the need to continue to improve the quality of teaching and learning in writing across the curriculum. Leaders have set ambitious targets to increase the proportion of pupils making good and better progress across all subjects. Since the previous inspection, you and your leaders have adjusted the curriculum. This includes a focus on developing religious education and personal, social and health education effectively within topic work. Assemblies, lessons and faith festivals enable pupils to learn and write about other cultures, tolerance and British values. You and your staff provide a varied range of experiences, including out-of-school activities and trips, to further enrich the curriculum and widen pupils’ experiences. You ensure that the curriculum broadens the horizons of pupils, many of whom rely on school activities, events and trips to enjoy experiences beyond their own environment. At the previous inspection, you were asked to raise attainment further by moving pupils on more quickly with their learning. You dealt with significant changes in staffing from 2013–2015, but this period of turbulence had a negative impact on pupils’ progress. However, the provisional results from 2017 show a rapidly improving picture at the end of key stages 1 and 2 compared with 2016. You have introduced a new tracking system, which clearly shows the good progress that pupils make from their starting points. Leaders and teachers are now quick to intervene when progress is not good enough. The new inclusion manager works closely with teaching staff and pastoral managers to ensure that the most appropriate help is provided for individuals. This helps pupils to catch up with their learning. The excellent levels of pastoral care provided by the school ensure that families are well supported and that the welfare and learning needs of pupils are met well. We discussed the very high number of pupils arriving and leaving your school other than at the usual times and the negative impact this has on published data. For example, in 2017, less than one third of the Year 6 cohort of pupils consistently attended the school during key stage 1 and key stage 2. However, at the end of each key stage, you have ensured that progress and attainment has risen each year since the school became an academy. You were also asked, in the previous inspection report, to improve attendance by seeking further ways to encourage the small minority of parents whose children miss school too often to ensure that their children attend more regularly. You have very effective systems to monitor lateness and absences. In addition, dedicated staff work with families to encourage pupils to attend school regularly. There are now fewer persistent absences, over time. However, some parents still do not fully appreciate the impact of attendance on the progress that pupils make. Finally, in the previous inspection report, you were asked to enhance the provision in the early years by making the outdoor area more stimulating and using it fully to extend learning across the curriculum. You were successful in gaining funding to develop the outdoor area. Children now choose from a wide range of activities to enhance their learning through a balance of opportunities to explore on their own as well as learning supported by adults. Staff plan activities in the outdoor area effectively, together with the provision in the early years classroom. This has resulted in continued improvement. Over the last three years, the proportion of children reaching a good level of development has increased. You and your staff continue to ensure that children get off to a good start in the early years. Parents told me how well their children have settled into Nursery and Reception classes and this was evident during the course of the inspection. The vast majority of parents are very happy to have chosen this school saying ‘our children are very happy in school... we are so glad that we moved them [from another school]’.