The leadership team has maintained the good quality of education in the school since the last inspection. Since the previous inspection, you, governors and your deputy headteacher have ensured an uncompromising focus on raising standards. Staff are united behind your vision to continue to secure the best possible outcomes for all pupils regardless of their abilities or backgrounds. Your unequivocal commitment to ensuring that pupils have an inclusive and well-rounded education means that pupils have access to a wide range of enrichment and extra-curricular experiences that develop their wider skills successfully. Since the previous inspection, standards have improved. Provisional outcomes for 2017 indicate that pupils made good progress through key stage 1 and at the end of key stage 2; the proportions of pupils achieving the expected standard, and working at greater depth, were above the national averages in reading and writing. A higher proportion of pupils, compared to the national average, achieved the expected standard in reading, writing and mathematics combined by the end of Year 6. The proportion of pupils achieving at greater depth was in line with the national average. Consequently, pupils are well prepared for the next stage of their education. However, you acknowledge that there is still work to do to ensure that a higher proportion of pupils, particularly the most able and girls, achieve at greater depth in mathematics. You have introduced thorough quality assurance procedures since the previous inspection. This means that strong self-evaluation is detailed and accurate and ensures that leaders, including governors, have a strong understanding of the school’s strengths and a realistic view of the areas that need further refinement. Sufficient attention is paid to the main priorities for improvement in the school’s development plan. However, you recognise that development plans would benefit from identifying more clearly who will check and who will evaluate actions. Since the previous inspection, you have worked tirelessly to build leadership at all levels. Middle leaders are accountable and feel well supported in their role. Staff morale is high. Staff appreciate the high-quality professional development they receive. They talk very positively about the work they do with the Wharfe Valley Learning Partnership (a group of nine local schools who work together). This provides additional opportunities for wider professional development and moderation of pupils’ work. Staff regularly share ideas and work together to refine and develop the quality of teaching, learning and assessment further. You have raised aspirations in all aspects of the school’s work. For example, since the previous inspection, you have placed high expectations on the recording of work. As a result, pupils across the school now show pride in the presentation of their written work. High importance is placed on developing a consistent handwriting style in all year groups. The vast majority of parents and carers are extremely positive about the school. One parent, in response to the Ofsted online survey, Parent View, commented that the school ‘places great emphasis on well-being and happiness’. Another parent told me that the school teaches pupils to understand ‘the values of kindness and tolerance’. Parents also appreciate the increasing number of opportunities to attend curriculum workshops so that they can support their child’s learning at home. For example, the recent mathematics workshop was well attended, with positive feedback from parents. Pupils enjoy school. Most pupils said that they would recommend the school to a friend moving into the area. As a result, persistent absence is low and attendance levels are higher than the national average. However, you acknowledge that there is still work to do to improve attendance of disadvantaged pupils. Pupils are polite and courteous. They are confident and relate well to visitors. In lessons, pupils are keen to learn. Relationships between pupils and staff are strong. Pupils support each other and collaborate well in learning. Pupils talk positively about the leadership opportunities they are given, for example becoming sports leaders or a ‘buddy’ for younger pupils. The vast majority of pupils who completed Ofsted’s online questionnaire believe that the school encourages them to respect people’s equality. The pupils I talked to were able to tell me about the different religions they learn about. Pupils celebrate diversity.