The leadership team has maintained the good quality of education in the school since the last inspection. Much has been achieved since your appointment in September 2014. You have set about raising expectations and in doing so, establishing firm foundations from which the school can continue to improve. You have instigated well-judged changes since the previous inspection, rooted in your accurate and comprehensive evaluation of the school’s strengths and weaknesses. You and other senior leaders are resolute in your commitment to ensuring that pupils learn well, behave impeccably and enjoy school. To that end, pupils’ learning behaviour has improved further, standards of achievement have risen and pupils sing the praises of the variety of interesting and engaging activities on offer. Pupils acquire and develop their skills quickly and make good progress across a range of subjects. This is resulting in maintaining high levels of achievement for pupils. Standards in the early years have risen steadily in the last three years. Many children start school with skills and understanding typical for their age. Children make typical progress and the proportion who achieve a good level of development is above that seen nationally. Pupils build on this effective start to their schooling and continue to make good progress in reading, writing and mathematics. In key stage 2 in 2015, the proportion of pupils who reached the standards expected for their age was above that seen nationally. In addition, the proportion who achieved the higher levels was well above that seen nationally in reading and mathematics, and above in writing. Current cohorts are following suit. This is because you are adept at identifying pupils who are at risk of not achieving their full potential. When your concern is sparked, you take appropriate action, ensuring that pupils catch up quickly. For example, last year, you noticed that not all pupils were achieving their full potential in the Year 1 phonics (the sounds that letters represent) check. This year, standards are higher. Unvalidated information indicates that the proportion of pupils on track to meet the national standard has risen. In addition, pupils in Year 2 who did not meet the standard last year have caught up, securing their mastery of early reading skills. At the time of the previous inspection, leaders were asked to enhance the quality of teaching further. In recent times, and through no fault of your own, there have been a number of changes to the teaching team. Despite this, you have insisted upon standards remaining high, supporting teachers well to improve their skills. The monitoring of teaching and learning is highly effective. You rigorously hold staff to account, ensuring that they receive timely guidance to hone their skills further. You have wisely orchestrated support from others, including a local teaching excellence practitioner. This ensures that all staff, including those at different stages of their careers, are supported well to improve. At the previous inspection, inspectors also asked the school to accelerate the progress pupils make, particularly in writing. Improving pupils’ progress in writing has been the mainstay of the school’s work this year. Leaders monitor standards closely, undertaking a variety of activities to satisfy themselves that pupils are acquiring the skills needed for success. Pupils now have more opportunities to write in a range of styles and for different purposes. In some classes, teachers question pupils skilfully and encourage pupils successfully to extend their ideas or choose more adventurous vocabulary. However, there is some inconsistency. Progress slows for some pupils when their first response is accepted at face value and not fully explored. Safeguarding is effective. The school’s safeguarding policies and procedures meet current requirements. Recording systems are fully in place for the recruitment of staff. Governors are rigorous in ensuring that the necessary checks have been carried out before appointments are made, supporting the headteacher well. Leaders’ record-keeping is detailed and completed meticulously. Governors conduct regular checks on practice, assuring themselves that keeping pupils safe is a top priority. You keep a close eye on every pupil, especially those whose circumstances make them vulnerable. Comprehensive information is gathered, and stringent recordkeeping ensures that all concerns are taken seriously. Case files are appropriately organised and explain clearly the actions taken and who is involved. The school works closely with other agencies and services to ensure the safety of pupils.