The leadership team has maintained the good quality of education in the school since the last inspection. This is an effective school where pupils’ well-being and enjoyment of learning are a high priority. You display very high levels of care for your pupils and make sure that they enjoy their school experience in a safe and nurturing environment. Governors and staff embrace your vision, supporting you effectively. You have a detailed knowledge of every child in the school and are ambitious for each one to achieve the best they can. Your leadership team has an accurate understanding of what the school does well and where improvements are needed. Leaders are relentlessly focused on continual improvement, are highly reflective and constantly evaluate the impact of any decisions. Their work to ensure that assessments are robust and accurate is proving significant in improving teachers’ planning. This means that teachers are becoming more adept at adapting their teaching so that pupils learn more quickly and effectively. Leaders would further improve the progress that pupils make by regularly monitoring and evaluating the impact of teaching on learning. The curriculum you provide is a strength of the school. Pupils are excited by their learning, and talk with great enthusiasm about lessons. The current focus on pirates is particularly popular, while the forest school supports outdoor learning extremely well. Parents and carers recognise the positive impact the curriculum is having on their own children’s progress, and a very large majority comment positively on how well teachers support their children to learn. Parents are very complimentary about how well their children are helped to settle into school. Staff in the Reception class work well as a team to provide good support and care for children, many of whom start school with knowledge and skills below those typically expected. In key stage 1, pupils make good progress in reading, writing and mathematics because of the good teaching they receive. However, you acknowledge that progress has not been strong enough, particularly in reading and writing. Your plans for improvement are already having an impact and more pupils are choosing to read and write more often. Initiatives such as ‘The Reading Challenge’ have doubled the numbers of children reading at home in less than a year. Phonics is planned carefully for the wide range of attainment in all classes, and outcomes have been improving over time. However, too few pupils meet the expected standard in the Year 1 phonics screening check because good teaching is not consistent across all groups. Although pupils enjoy reading and talking about stories, they do not always use their phonics knowledge to help them read unfamiliar words. At the time of the previous inspection, leaders were asked to improve aspects of teaching and learning by ensuring that teachers kept a close check on pupils’ understanding and rate of progress in lessons, adjusting their teaching to support and challenge those who could do better. You were also asked to strengthen pupils’ spoken language so that they were able to explain their ideas clearly. You were asked to check that pupils punctuate their writing correctly. In the lessons I visited, and from my scrutiny of pupils’ work, it is evident that in the majority of lessons, teachers know their pupils well and adjust teaching appropriately. However, some pupils would benefit from more challenging activities. Teachers plan lessons across the curriculum with a focus on supporting the development of pupils’ spoken and written language. Improvements since the last inspection are evident in lessons and pupils’ work and also in the confident way that pupils express themselves. Safeguarding is effective. With your leadership team, you have made sure that all safeguarding arrangements are fit for purpose and procedures are rigorous. The overall culture in the school gives safeguarding the highest priority. You review policies and procedures annually and your simple but effective systems ensure that all staff know exactly what to do if they have any concerns about a pupil’s safety. Any concerns are followed up swiftly and meticulous records are maintained. You are not afraid to challenge decisions made by external professionals and make representations on behalf of pupils. Governors review safeguarding processes regularly and effectively. All staff and governors receive appropriate safeguarding training as part of their induction.