The leadership team has maintained the good quality of education in the school since the last inspection. Under your clear leadership, you and the other staff have established a positive, caring school ethos and culture. Pupils thrive, both in their academic and personal development. You are ambitious for the school. You work closely with the governing body and the trust to bring about continuing improvement. Pupils enjoy learning and make good progress. The very large majority of parents are supportive of the school. Relationships between staff and pupils are very positive. Pupils are proud of their school. They show respect and consideration for each other and their teachers. Pupils are reflective, confident and responsible. Pupils told me how older pupils support younger pupils, whether in the classroom or on the playground. Behaviour is good and pupils conduct themselves very well throughout the school day. Teachers are skilled and enthusiastic. They create an ethos that encourages pupils to enjoy their work, and be successful in their learning. Pupils apply themselves well to all that is asked of them. A pupil in key stage 2 told me how, if they find something tricky, they would, ‘try, try again’. You are implementing a range of initiatives to improve standards across the curriculum. The quality of pupils’ handwriting and content of their writing have both improved, for example. Pupils write at length and in a range of subjects. You are developing approaches to the teaching of mathematics that promote pupils’ deeper understanding. You and the other staff have developed the use of outdoor learning opportunities. These have brought added dynamism to teaching and learning in all classes. Pupils in key stage 2 spoke enthusiastically about how they had enjoyed chalking obtuse and acute angles on the playground as part of a mathematics lesson. Teachers generally match work well to the needs of pupils. They ask questions to check pupils’ understanding or develop their thinking. Teachers sometimes do not deal with pupils’ errors to secure their understanding fully. The overall picture of attainment at the end of the last academic year was strong. Pupils’ current work shows that they are making good progress across a range of subjects. Governors regularly visit the school. They have a good understanding of the school’s strengths and the aspects that it can improve further. With the support of the trust, you and the governing body have accurately identified priorities for improvement. Your plans include targets to improve the attainment and progress of pupils in English and mathematics. This includes for specific groups of pupils, such as boys, girls, disadvantaged pupils and the most able. You are working with the trust to refine the school’s systems to check how much progress pupils make throughout the school year. Leaders’ focus on pupils’ progress, however, is not as sharp as it could be. Safeguarding is effective. There is a strong culture of safeguarding. The leadership team has ensured that all safeguarding arrangements are fit for purpose. Records are detailed and of high quality. Staff receive relevant and up-to-date training. Governors are aware of the governing body’s responsibilities and regularly visit the school to check safeguarding arrangements. You and the other staff take pride in knowing each pupil well. This ensures that you take prompt action should the need arise. Pupils are very confident that their teachers would respond quickly to any concerns they might have. They said that they feel safe and that bullying is very rare. The very large majority of parents who responded to Ofsted’s online questionnaire, Parent View, or who spoke with me, said that the school keeps children safe. During the inspection, pupils were wearing odd socks as part of the school’s work to raise awareness of anti-bullying messages. A very small minority of parents who responded to Parent View did not feel that the school dealt effectively with bullying. The inspection found no evidence that this was the case. Inspection findings At the end of the last academic year, standards were above the national averages for reading, writing and mathematics at the end of key stages 1 and 2. Pupils’ progress in writing by the end of key stage 2 was well above the national average. Progress in reading and writing was broadly average. The proportions of children achieving a good level of development in early years were close to the national average. The proportion of pupils achieving the required standard in the phonics screening check in Year 1 was in line with the national average.