The leadership team has maintained the good quality of education in the school since the last inspection. Since the previous inspection, you and the deputy headteacher are new in post. With the senior leadership team and staff, you have ensured that the school is welcoming, friendly and safe. There is a strong culture for learning permeating through all aspects of the school day. You have accurately identified areas in the school development plan that need to be addressed. The evaluation of the school’s effectiveness is accurate. Pupils are friendly and enthusiastic in sharing their views of the school. They told me about their many roles and responsibilities and the subjects that they enjoy the most. Pupils spoke about the opportunities they have to learn to play a musical instrument and to engage in a wide range of sporting opportunities, including crosscountry running, cricket, football and dodgeball. Pupils said that name-calling and bullying did not happen often and, if it did, the staff were quick to deal with it. Pupils spoke to me with confidence about democracy. They understand the purpose of the school council, and why it is important for them to listen to the views of others. The behaviour of the pupils is a strength of the school. Pupils behave well in lessons, around school and at playtimes. Parents and carers that I spoke to were positive in their views of the school. Those that responded to Parent View, Ofsted’s online questionnaire, were equally positive. They felt that their children were safe and well cared for. A view typical of many was: ‘The school is making far better progress under its new leadership. There is now a more dynamic approach to learning.’ At the previous inspection, inspectors asked school leaders to increase the proportion of outstanding teaching and to accelerate achievement, particularly in mathematics. Over the course of the previous two years, pupils’ attainment in mathematics has increased. Greater numbers now reach the expected standards and increasing numbers reach the higher standards. From observing learning, looking at assessment information and looking at pupils’ books across the school, we could see that teachers match work carefully to the ability of the pupils. Teachers provide pupils with a wide range of opportunities to extend their mathematical learning across a range of subjects and real-life contexts. For example, in Year 6 pupils apply their mathematical skills to create graphical representations, illustrating the effect that exercise has on pulse rate. In Year 3, we observed pupils applying a range of calculation strategies to find costs and work out change from a given amount. However, we agreed that you need to do more to ensure that pupils make better progress in mathematics between key stages 1 and 2, ensuring that this is reflected in published data at the end of key stage 2. Inspectors also asked leaders to strengthen the quality of leadership and management. There is a new leadership team in place since the previous inspection, and new members of the governing board have been appointed. You have introduced a system of research-based performance management. You ensure that the teachers keep an up-to-date knowledge of best practice through collaborative working with each other and with staff from other schools in the area. You align performance management targets to the progress that pupils make. You facilitate regular pupil progress meetings where you discuss the progress of pupils at an individual level. Safeguarding is effective. As the designated lead for safeguarding, you have ensured that pupils are safe at this school. You work closely with a wide range of agencies, including children’s social care, the education welfare officer, school health and the emergency services. Detailed records show that all training is up to date for basic awareness and ‘Prevent’ duty training. You, several staff and governors have received safer recruitment training. New members of staff receive training in a timely manner. You recognise that some pupils are at risk from harmful social media activity outside of school. You tackle this issue proactively through the curriculum. For example, you recently organised an e-safety meeting for parents to attend. You were disappointed in the low take-up and had to cancel the meeting. You have rescheduled the meeting for a date later in the year. Pupils learn about water safety, road safety and how to stay safe online. Inspection findings During this inspection, I focused on three lines of enquiry. The first of these related to the progress that pupils make in writing by the end of key stage 2.