The leadership team has maintained the good quality of education in the school since the last inspection. You have worked with newly appointed enthusiastic leaders to develop their skills. As a result, they are contributing effectively to improving the school. Staff are committed to your ethos of ensuring a safe, happy and stimulating learning environment for children. You and your staff benefit from working closely with other leaders and teachers within the multiacademy trust. As a result, pupils make increasingly good progress from their starting points. You continue to ensure that a topic-based curriculum, together with a range of high-quality enrichment experiences, keeps your pupils interested and motivated. Pupils particularly value the trips, visitors and visits that complement the topic work they do. For example, Year 5 pupils visited Warwick Castle to see how to build a castle that lasts. Year 6 pupils have written from the viewpoint of a woman in Afghanistan. They put forward compelling arguments for greater equality of opportunity. Year 4 pupils talk knowledgeably about cocoa-bean growers and the implications of fair-trade practices. All pupils benefit from the on-site swimming pool and appreciate the extra-curricular clubs on offer. Pupils get on well with each other and with staff. They are well prepared for life in modern Britain. Pupils I met with welcome the fact that, in the school, there are different religions, customs and languages represented. One pupil said, ‘If everyone was the same, the world would be boring.’ Pupils are developing the skills of working independently and collaboratively, depending on the task. In a music lesson, pupils worked in groups, listening carefully to each other and then improving their composition. They say that teachers help them to feel confident when learning new things. During playtimes, pupils play together happily. Sometimes, the oldest pupils can be too boisterous for the younger ones. Most parents and carers who responded to Ofsted’s online questionnaire, Parent View, are supportive of the school. They say that their children make good progress. A minority of parents expressed concerns about communication from the school. You have introduced some new ways to communicate with parents. You are aware of the need to develop this aspect of your work further. You have an accurate view of the strengths of the school and aspects that are not as strong. You have used evidence from different sources to inform your judgements. You actively seek opportunities to bring expertise and skills into the school. School leaders work alongside other leaders from the trust to check on the quality of teaching in lessons. You are then able to provide staff with relevant support and training. You are well supported in your work by the trust and by the executive headteacher. You and the staff are using the school’s assessment information to identify where any pupils are not making the progress you expect. You then adjust the curriculum and teaching accordingly. For example, you noted that progress in reading was below the national average. You have changed the way that you teach reading. Teachers ensure that pupils now study more high-quality texts and improve their inference and deduction skills. The school’s assessment information indicates that standards are improving. You have successfully tackled the areas identified for improvement at the last inspection of the predecessor school. Children now make good progress in the early years because teaching has improved. Staff in the Reception and Nursery classes communicate well with each other. They use resources and space, including the outdoors, effectively. Children have very good attitudes to learning and behaviour. In 2017, a higher proportion of children than average reached a good level of development at the end of the Reception Year. You are now working to ensure that an even greater proportion exceed this, particularly in reading and writing. Teaching assistants are used effectively in the classroom. They support pupils who have special educational needs and/or disabilities well. They are well trained and well directed by teachers, and the pupils they support make good progress. Safeguarding is effective. You and the staff ensure that pupils are safe. Senior leaders and those responsible for governance undertake regular checks so that they can be sure that safeguarding arrangements are fit for purpose. All staff receive thorough and frequent training in safeguarding. They are vigilant to the many signs of possible abuse. Staff see the wellbeing and safety of pupils as high priorities. They understand their responsibility to report any concern immediately. You keep careful records and are diligent in following up with the relevant outside agencies so that pupils receive timely help and support. Pre-employment checks on adults at the school are rigorous and well documented.