The leadership team has maintained the good quality of education in the school since the last inspection. Leaders have a clear vision that is understood and shared by all staff and governors. You have high aspirations for pupils’ success, which all pupils and staff strive to meet. You are uncompromising in your drive for school improvement, a view that is appreciated by all. You have created a culture where all pupils and staff feel valued and there is a collaborate sense of ‘team spirit’. You have restructured the school leadership team and are very ably supported by senior leaders who are equally determined that pupils should succeed. Senior leaders have a good understanding of the school’s strengths and weaknesses and are determined to make improvements where required. Leaders have taken swift action to address underperformance seen in 2016 outcomes with clear strategies and tangible processes, for example by the implementation of a new whole-school approach to reading assessment. The leadership team demonstrates the capacity to drive further improvements because you understand what needs to be done and are committed to ensure that it has a positive impact on pupils’ progress. You have created a culture where all pupils matter. Staff know pupils well as individuals; they understand their skills, traits and needs. This enables staff to identify potential barriers to learning, difficulties in pupils’ understanding and to ensure that they provide the means to support pupils’ success. You have introduced the ‘sparkle’ (self-motivated, polite, ambitious, resilient, kind and caring, learners, enthusiastic) motto which permeates all aspects of school life. Pupils regularly refer to these characteristics in their learning and understand how they help them to develop as successful, happy learners. Governors are committed and knowledgeable. They encompass a variety of skills which they use well. Governors are fully involved in life at the school. For example, they visit classes to listen to pupils read and also participate in leaders’ monitoring activities, such as pupil progress meetings. Governors have a good understanding of the school’s strengths and hold leaders to account over areas which require further improvement. They have a detailed understanding of how additional funding is spent and the impact it has on pupils’ progress. Governors thus offer an appropriate balance of support and challenge and are effective in their role. Pupils are confident and articulate. They are very positive about all aspects of school life, are happy and enjoy coming to school. They feel that their teachers care about them and that they want them to do well. Pupils say that most of their work is challenging and they like lessons where they are stretched, for example in mathematics. Pupils appreciate opportunities to take on leadership roles, such as ‘class ambassadors’ and ‘learning leaders.’ They are extremely proud to be part of the school. You have taken effective action to address areas identified as in need of improvement at the time of the last inspection. Teachers plan activities that are open ended and encourage pupils to develop their independence and further their learning. For example, pupils in Year 4 were carrying out investigations in a mathematics lesson. You have developed the use of ‘talk partners’ in all year groups which supports pupils to both develop their reasoning skills and to practise their speaking and listening skills. Since the last inspection, leaders have undertaken considerable work to further improve the quality of provision in the early years setting. Leaders have developed the physical environment which is rich and vibrant, offering a wide range of learning opportunities. The proportion of children reaching a good level of development is above the national average and continues to rise. Children are safe and happy and they enjoy coming to school. They are well prepared to make the transition to key stage 1. Leaders have identified areas in need of further improvement. For example, you recognise that the proportion of pupils reaching the higher standards at the end of key stage 1 and key stage 2 is below the national average. You have ensured that this remains a priority for school improvement. Safeguarding is effective. You have ensured that safeguarding arrangements are effective. All staff are appropriately trained and embrace their shared responsibility in ensuring pupils’ safety. Processes for making referrals are straightforward and understood by all. Records are meticulously kept.