The leadership team has maintained the good quality of education in the school since the previous inspection. You, your leadership team and the governors know the school thoroughly and are clear about its strengths and what needs to improve. For example, you know that the most able pupils need a higher level of challenge in their work, particularly in mathematics, and that assessment systems need further development. You and your leadership team are committed to continuous improvement through staff development. Since your appointment in September 2017, you have swiftly gained a good overview of the school and your pupils’ capabilities. You have also quickly developed positive relationships with parents, who, overwhelmingly, would recommend this popular school to other parents. You have high expectations for pupils and staff and act as an effective role model, which enables you to gain their respect. The high quality of work on display signifies your high expectations and celebrates pupils’ considerable achievements in and out of the school. You work collaboratively and effectively with external agencies, other leaders and teachers and are fully supported by a determined and very skilled governing body. You have also established effective links with the local community. You have undertaken a thorough evaluation of the school’s work and this has helped you to plan actions to address the school’s main priorities. The proportion of children in early years achieving a good level of development has been above the national figure for the previous three years. Good teaching of phonics ensures that high numbers are successful in the phonics screening check at the end of Year 1. Effective teaching in key stage 1 means that pupils’ achievement in reading, writing and mathematics at the end of the key stage is at least in line with, and often well above, that of pupils nationally. There was a dip in the numbers of pupils achieving the expected standards in writing and mathematics in the 2017 end-of-Year6 national tests. This was despite the additional support teachers gave to those pupils who were falling behind. Pupils are happy and enthusiastic learners. Adults have high aspirations for pupils and develop strong working relationships with them. This gives pupils the confidence to improve their learning and, as a result, they thoroughly enjoy discussing their work, persevere when learning gets tricky and are keen to succeed. Pupils behave well in and around the school, showing a very high level of respect for adults and each other. They enjoy the engaging play equipment and being with adults who play with them at lunchtimes. A typical comment made by a pupil was that ‘the best thing about our school is the teachers’. The many pupils whom I spoke to during the inspection say that behaviour is good in and around the school and there is no bullying. The school has successfully tackled the areas for improvement raised in the previous inspection. Pupils respond positively to the many opportunities provided for them to review their own learning, share ideas and make decisions about how to improve. Pupils in Years 1 and 2 settle well into their activities at the beginning of the day and are ready to start lessons quickly. Safeguarding is effective. The school’s work to keep pupils safe and secure was a strength at the previous inspection. You have further strengthened safeguarding arrangements, ensuring a safe environment in which pupils can work and play. A culture of safeguarding, safety and welfare is at the forefront of the school’s work, showing that you and your staff take your responsibilities for safeguarding very seriously. Leaders ensure that all safeguarding arrangements are fit for purpose and records are detailed and of a high quality. All staff are well briefed on current policies in order to keep up to date with requirements. This includes understanding the ‘Prevent’ duty to protect pupils from the risk of radicalisation and extremism. You have ensured that policy, practice and procedure meet all statutory requirements, including the safer recruitment of staff and volunteers. Leaders, along with the governing body, make sure that these arrangements are robust and kept fully up to date. Pupils feel safe and understand what constitutes bullying. They know how to stay safe, for example when walking home from school and when using the internet. Pupils say that they are reassured that there is someone to turn to if they are upset or ‘down’. Parents strongly agree that their children enjoy school and are well cared for. Staff consistently set high expectations of behaviour and pupils’ good understanding of the school’s rules enables them to focus on their learning very effectively.