The leadership team has maintained the good quality of education in the school since the last inspection. The school has been through a period of instability in recent years, with two changes of headteacher. Since your appointment in January 2018, you have provided clear strategic leadership and the school has improved considerably. In that short time, you have developed new leaders and provided clear vision and direction for the school. Staff appreciate your leadership and they form a hard-working and committed team. All staff who responded to their inspection questionnaire said that they are proud to work in the school, and almost all agreed that the school is well led. Leaders now know the school well, including its strengths and those areas that need to improve further. Their plans to address remaining weaknesses are clear and well focused. For example, although teaching has improved over the last year, there remains some inconsistency in its quality between classes and subjects. Similarly, although leaders have overseen considerable improvement to the early years foundation stage, its outdoor space does not promote children’s learning as well as it could. At the previous inspection, in addition to improving teaching, leaders were tasked with working with the few parents and carers who had concerns about the school. Since that time, governors have provided parents with an email address that they can use to raise concerns. Leaders ensure that they are available at the start of each day to speak with parents. The school has provided workshops for parents, most recently on internet safety. Parents now hold the school in high regard. All the parents I spoke with at the start of the day told me that they are happy with the school. Almost all the parents who responded to Parent View said that they would recommend the school to another parent. Many commented positively about the school’s leadership and said how pleased they are with the progress their children are making in school. One parent represented the views of several when they wrote: ‘My child continues to make good progress in all areas. The school is nurturing and caring. Staff respond quickly to any problems and teachers are always available to speak to.’ The local governing board (LGB) has contributed well to the school’s improvement, as has the University of Wolverhampton Multi-Academy Trust (UWMAT). Members of the LGB have a good range of appropriate skills. They know the school well and are clear about the actions being taken to address weaknesses. They check that these actions are having the desired impact. UWMAT provides highly effective support for leaders and governors, mainly through its director of academies. For example, this support has contributed well to improving teaching and early years provision. Safeguarding is effective. Safeguarding has a high priority in school, and it is well led. Staff have been comprehensively trained and are alert to the signs that pupils may need extra help. Staff readily report to leaders any concerns they have about pupils. Leaders deal with these appropriately, involving outside agencies when needed to ensure that pupils get the right support. Leaders are tenacious in challenging outside agencies, including the local authority, if they are unhappy about decisions made about pupils' care. All safeguarding arrangements are fit for purpose. All parents I spoke to and all who completed Parent View said that pupils are safe in school, as did all staff who completed their inspection questionnaire. During the inspection, I spoke with many pupils. All told me that they feel safe and well cared for in school. They said that bullying is very rare indeed and they trust the school’s adults to deal with any bullying or other problems they might have. Pupils know how to keep themselves safe, for example when using the internet. Several told me that you should only communicate online with people you know, because some people pretend to be someone they are not. Inspection findings The inspection’s first area of focus was on the provision for pupils with special educational needs and/or disabilities (SEND). This area is led effectively. Leaders know these pupils well and ensure that teachers know how to meet their needs when planning lessons and activities. All pupils with SEND have detailed plans that include clear targets and actions for teachers and pupils to put into practice.