The leadership team has maintained the good quality of education in the school since the last inspection. Leaders, including governors, use evaluation systems effectively to identify the school’s strengths and areas for improvement. You have identified the most appropriate priorities in the school improvement plan. Following the previous inspection, you improved the quality of leadership and management by creating clearly defined roles and responsibilities for staff. You have developed a strong senior leadership team that shares your high expectations and makes a valuable contribution to the improvement of the school. Governors know the school well and both support and challenge you considerably. They have undertaken training in the analysis of assessment data. Consequently, they have a clear understanding of pupils’ progress and attainment. Agendas for meetings focus on the quality of learning and the impact that this has on pupils’ outcomes. This enables governors to identify the strategies that are working and those that are not. The local authority has confidence in your leadership skills. As a result, it provides only a ‘lighttouch’ level of support. However, the authority has a clear understanding of the school’s strengths and areas for development and has provided training for the governing body. Representatives of the local authority value the contribution of leaders to the recent reading project that took place across several schools. Parents and carers that I spoke to in the playground, and the majority of those who responded to Parent View, Ofsted’s online survey, said they are happy with the school. One comment summed up the many positive feelings: ‘The school has taught my children well and encouraged them to be kind and respectful of others. The staff are always kind and approachable and I know that my children have felt cared for and safe at school.’ Pupils’ behaviour in lessons and their conduct are strengths of the school. Some older pupils take responsibility for younger ones, such as being reading buddies for children in the Reception Year. Pupils told me they would recommend the school and that they are proud of their work to protect the environment. They told me that one of the school’s strengths is how staff, especially the headteacher and the deputy headteacher, make everyone feel welcome. At the previous inspection you were asked to improve outcomes for disadvantaged pupils. We agreed to look at this as part of the inspection. You were also asked to develop pupils’ use of vocabulary, to enable them to write imaginatively and at length. Teachers create opportunities for pupils to write at length in English lessons and practise their writing skills in subjects across the curriculum. For example, in their writing pupils use subject-specific vocabulary such as ‘locate’ and ‘direction’ in key stage 1 geography topics. Teachers use the assessment of pupils’ progress very effectively when planning teaching. These changes have contributed to an improvement in pupils’ progress in writing across the school. However, they are still not achieving the highest standards. This has been recognised by leaders and will continue to be an area for improvement. During the inspection, we discussed the next steps required to enable the school to improve further. Leaders’ own evaluation accurately highlights that further work is required to ensure that leaders build upon the new strategies introduced in English. This is to ensure that the pupils who are capable of achieving the highest standards in reading and writing do so. You have also put in place a new assessment and tracking system. However, for subjects other than English and mathematics this is still being developed. Consequently, some subject leaders do not have a complete overview of pupils’ progress in each subject. Safeguarding is effective. The leadership team has ensured that all safeguarding arrangements are fit for purpose. You make sure that safeguarding has a very high profile. Safeguarding messages are shared with parents via the newsletter and governors check and review the safeguarding work of the school. Staff ensure that appropriate and timely action is taken to support vulnerable pupils and their families when the need arises. You ensure that checks on adults, before they start to work or volunteer at the school, meet statutory requirements. Leaders keep detailed records of concerns raised by adults and pupils. They take positive action to ensure that pupils get the help that they need. The majority of parents responding to the Ofsted survey said that their children are safe at school. Pupils know how to stay safe online and told me that they are regularly taught about safety, such as road and water safety. Pupils told me that when there are rare instances of falling out, adults deal with them effectively. There is a culture of care and support which runs throughout the school. This is strengthened by the caring relationships between staff and pupils.