The leadership team has maintained the good quality of education in the school since the last inspection. You were appointed to the post of headteacher since the school was last inspected. You and the governors appointed a deputy headteacher during the last school year. Working together, you have successfully created a highly aspirational culture in which pupils are encouraged to achieve the best possible outcomes. Your continued development of a team of highly effective middle leaders is supporting improvement well. More effective teaching in key stage 1 is leading to an increasing proportion of pupils reaching expected standards in reading, writing and mathematics. The move to the new school building since the previous inspection is also having a positive impact on pupils’ learning. You have resources in the new building which are readily accessible for pupils to use in support of their learning. We observed pupils taking part in a range of exciting, practical learning tasks in mathematics. We identified younger pupils with very specific learning needs, successfully dividing large numbers, using appropriate mathematical apparatus with effective support from skilled teaching assistants. You, the leadership team and teachers have ensured that teaching is now highly focused and improved. This has helped to increase the progress that disadvantaged pupils made in reading and mathematics in key stage 2 last year compared to the previous year. The leadership team has successfully tackled both areas for improvement from the previous inspection. In mathematics, pupils throughout key stage 2 are now making rapid progress in their learning. At the end of Year 6, pupils’ progress in mathematics since joining Year 3 was above average in 2017 and well above average in 2016. The leadership team has successfully improved the quality of teaching, which is strengthening pupils’ achievement. There is good capacity for further improvement. Your governors have a secure understanding of the many strengths of school. They recognise, for example, the need to improve pupils’ achievement in reading, which was highlighted by the slight dip in progress last school year. Occasionally, pupils’ reading books are not well enough matched to their learning needs. Some are too easy while others are too hard for pupils to read. In lessons we visited, and in books we looked at, it is clear many teachers and teaching assistants are taking great care when modelling what they expect of pupils. However, this is not consistently the case around school. Occasionally a few teachers do not have high enough expectations of pupils. Your school improvement plan rightly contains a section focused on increasing the proportion of pupils who reach the higher than expected outcomes in reading, writing and mathematics. We saw how much of a priority this is when, during the joint learning walk, most-able pupils spoke about their work not always being challenging enough for them. We talked about information regarding governors, the latest safeguarding and child protection policy and more precise information about the impact of additional funding for school sports and disadvantaged pupils which is missing from your school website. You will soon rectify this. Safeguarding is effective. Together with members of your leadership team, you have ensured that all safeguarding arrangements are fit for purpose. There is a highly effective culture of safety and care which permeates school life. Your staff go the extra mile to ensure that pupils are in school, safe and learning. During the inspection staff were heard being most insistent with a parent that pupils should be in school unless they are ill. Staff collect pupils and bring them to school if necessary, as happened during the inspection. Your system for ensuring that stringent checks are carried out before staff members are employed is robust. Your school business manager keeps meticulous records of the checks. The chair of the governing body regularly scrutinises the record of checks to ensure that it meets legal requirements. Inspection findings From low individual starting points, all groups of pupils make good progress in their learning to the point of leaving school in Year 6. Senior leaders, parents and governors speak of pupils being successful in their learning after leaving Edgewick because of the good educational foundations for learning established in your school.