The leadership team has maintained the good quality of education in the school since the last inspection. You, alongside other leaders and governors, are highly ambitious and communicate a ‘can do’ attitude to both staff and pupils. Staff and pupils understand what is expected of them and work tirelessly to be successful. The school is a calm and purposeful place. Pupils are overwhelmingly positive about their school and wear the uniform with pride; pupils look smart and arrive at school well prepared to learn. Classrooms are stimulating learning environments where pupils benefit from strong working relationships with staff and each other. Pupils are confident to ask questions and relish being challenged to think more deeply about their learning; they take pride in their work and appreciate their teachers’ enthusiasm and support. You have successfully addressed the areas identified in need of further improvement at your previous Ofsted inspection. Arrangements to hold staff to account for pupils’ progress have been strengthened significantly. Pay awards are more closely linked to the progress pupils make. Teachers told us that, while targets are challenging, it has helped to raise expectations across the school. Teachers’ planning takes into account effectively the differing needs of pupils. As a result, learning activities usually provide pupils with a good level of challenge and support. In particular, disadvantaged pupils and those entitled to pupil premium funding are much better known by staff. The pupil premium champion monitors the progress of these pupils very closely. She provides timely and effective extra support where necessary; the progress these pupils make has risen quickly and the gap between their outcomes and those of their peers has narrowed significantly. The recent implementation of a marking and feedback policy enables pupils to receive more frequent feedback from their teachers on what they have done well and how they can improve. Pupils talk positively about this and showed us good examples of how they have improved their work as a result of following their teachers’ advice. The implementation of a revised curriculum is effectively raising pupils’ outcomes across the school. Leaders have embraced the freedoms of assessment without levels and the revised National Curriculum to develop learning, which requires the pupils to ‘master’ key concepts and ideas. Through observing lessons, scrutinising books and speaking to pupils, it is evident that pupils have a much deeper understanding of what they are learning. For example, in a mathematics lesson, pupils were multiplying powers of numbers by adding the indices. When questioned, pupils could explain why this rule worked and were able to prove it; this demonstrated a strong conceptual understanding of the mathematics they were learning. You maintain, rightly, a high priority on providing teachers with effective training to further develop the quality of their teaching. Teachers’ developmental points are accurately identified and they are well supported to improve, through observations of the most effective teachers both within the school and in other schools. Safeguarding is effective.