The leadership team has maintained the good quality of education in the school since the last inspection. You lead the school with purpose and determination. You and your effective leadership team share a powerful common vision. This emphasis on continual school improvement is summarised in the mission statement: ‘Be the best you can be.’ Your calm, considered and collaborative leadership ensures all staff are valued. They respect you and your leadership. You, your senior leaders and governors have an accurate understanding of the quality of education that you provide. Leaders closely analyse information about all aspects of the school’s work and take insightful action to make further improvements. Curriculum leaders are skilled in mapping out and setting high expectations for the knowledge and skills required for pupils in every year group. They have been well supported and are now effective leaders of their subject areas. Whole-school systems allow subject leaders to audit the quality of provision and devise appropriate action plans. Current improvement actions and initiatives to develop the quality of teaching and learning are bearing fruit. However, they have yet to ensure that teachers have consistently high expectations of what pupils can achieve in reading and writing, especially the most able pupils. Pupils’ work shows that a wide-ranging curriculum is taught and there are opportunities to apply English and mathematical skills to a range of subjects. The curriculum is enriched through out-of-school trips, visitors to school and opportunities to pursue a variety of sporting and social activities. Challenging activities for pupils include opportunities to participate in national mathematics competitions and a range of competitive sporting events. Early years staff ensure that children have a high-quality learning environment. They know their children well and focus their work on developing children’s vocabulary and providing a rich experience for children on entry to school. This is built on effectively throughout key stage 1. While all pupils experience a broad and rich curriculum, the focus on reading and writing throughout key stage 1 is a strength. As a result, pupils achieve well in their phonics in key stage 1. Governors have a range of skills and experience that they use to offer leaders appropriate support and challenge. They have reorganised their meeting structures to ensure they are even more effective. They access useful training and have a very clear understanding of the school’s strengths and areas for development. Governors’ regular visits to the school are well organised. They provide useful information which is shared with the rest of the governing body. Governors take account of a wide range of information about the school, including work scrutiny, learning walks, discussions with parents and pupils, nationally published data, local authority reviews and information from a range of leaders. Meetings between governors and staff keep governors informed about all aspects of the school’s work and maintain a focus on school improvement. As a result of this, governors have ensured that resources such as additional funding, including the pupil premium and PE and sport premium, is used effectively. At the last inspection, leaders were asked to improve the quality of teaching further. Since then, there have been changes in teaching and support staff. You have restructured leadership roles and appointed a new deputy headteacher. This has strengthened the school’s capacity to secure and sustain improvements to the quality of teaching and learning. There is a culture of professional learning and teamwork across the school. This has had a positive impact on the quality of teaching and learning overall. Leaders were also asked to further improve pupils’ progress and ensure that the most able pupils were more consistently challenged to reach the highest standards of which they were capable. Over the last three years, outcomes at the end of key stage 2 have been improving, and in the last set of published test results pupils attained at around the same level as their peers nationally in reading, writing and mathematics. Pupils’ progress though, in particular most-able pupils and those for whom pupil premium funding provides support, has not historically been strong enough. However, as a result of better teaching and decisive action taken by leaders, all groups of pupils are now making improved progress across the curriculum. Work in books, listening to pupils read and the school’s own data show improvement. You have identified the outcomes for more-able pupils as a continuing priority for improvement in the current academic year. Teachers now plan and provide a rich diet of activities to engage pupils during playtimes. This is enhanced by a wide range of activities outside of the school day. Pupils’ behaviour is exemplary. They are caring, thoughtful and confident, and respond positively to high expectations. While the vast majority of pupils enjoy coming to school and attend regularly, there is still a small proportion of pupils who are persistently absent.