The leadership team has maintained the good quality of education in the school since the last inspection. You have created a vibrant and welcoming ethos which staff, pupils and parents and carers are proud of. One parent summed up the view of many when they said, ‘This is an amazing school with a positive and forward approach to learning. My children are thriving academically and personally.’ Pupils told me that they enjoy coming to school and that it is an inclusive and friendly place to be. They told me, ‘It doesn’t matter what your background is; everyone is welcomed at our school.’ Pupils are proud of the different roles and responsibilities that they take on, such as mini-leaders and ambassadors. They also enjoy contributing to the smooth running of the school by taking on assistant midday helper roles. Pupils are confident, polite and articulate. They get on well together, work hard and enjoy socialising with each other. They told me that there is no bullying, but if there was, they are confident that it would be dealt with quickly and effectively. The school crossing patrol told me that the children are polite, courteous and follow instructions. If there are any concerns, these are swiftly followed up by school leaders. Pupils behave well and work hard in lessons because teachers provide them with work that is engaging and stimulating. Teachers give pupils work that challenges them and makes them think carefully about their answers. Pupils understand the school’s recently introduced system for marking and told me that it helps them to see for themselves how to improve their work. You have rightly identified that handwriting and the presentation of pupils’ work need improving. The school has just started its second year of working in collaboration with the neighbouring infant school, and many improvements have been made during this time. You and your head of school have a good understanding of what is working well and what needs to be improved. You have made sure that teaching has been strengthened through high-quality training, including the opportunity to observe your teaching. Middle leadership has been strengthened because there is a clearer understanding of roles and responsibilities. The school’s plans for improvement are focused on the correct priorities. However, you recognise that plans need to be clearer about what actions will be taken and how the success will be measured. The governing body has an accurate view of the school’s performance and regularly challenges you to ensure the best possible outcomes for pupils. Governors are passionate and highly aspirational, spending time in school seeing for themselves how the school is doing and checking on the progress that is being made. However, increased use of published performance information would allow them to hold school leaders to account more effectively. The governing body has made sure that there has been high-quality leadership to maintain stability for the school. However, the school’s collaboration with the neighbouring infant school is reaching its end. At the time of my visit, the governing body was in the process of recruiting a new headteacher, but there is a plan to extend the collaborative partnership should the recruitment process be unsuccessful. Safeguarding is effective. The leadership team has ensured that all safeguarding arrangements are fit for purpose. Records are thorough and comprehensive. There is a robust system in place to make sure that staff receive regular and varied training so that they know how to keep pupils safe from a wide range of risks. The governing body understands its safeguarding duties and carries out regular checks to make sure that leaders are doing what they should to keep children safe. Children know how to stay safe when they are online and told me what they do to keep their online identity safe. Inspection findings You have successfully increased rates of progress in mathematics. Pupils are routinely given work that challenges them because teachers plan work that matches pupils’ abilities and deepens their thinking. Teachers have increased the range of resources they use when teaching mathematics. This means that pupils are able to visualise mathematical concepts by using apparatus, and this helps them to understand fully before moving on. Pupils have a good grasp of a wide range of mathematical vocabulary.