The leadership team has maintained the good quality of education in the school since the last inspection. Although you were new to the role of headteacher in April 2014, your knowledge of the school runs deep from your time as deputy. Since your appointment you have made some important changes to strengthen leadership, including appointing a new deputy headteacher. Together, you have created a strong team of skilled staff who support your ambitious vision for the school. These changes have had a positive impact, most notably on improvements in the early years and the progress pupils make by the end of key stage 2 in reading and mathematics. You and the leadership team accurately evaluate the strengths and weaknesses of the school. You have created an improvement plan which identifies the most important priorities. You support staff well to deliver the plan and you have implemented rigorous processes to monitor the impact of the school’s work. The quality of teaching has continued to improve under your leadership. You have efficiently tackled the areas for improvement identified at the last inspection. You have introduced new ways of teaching mathematics and made sure that staff are well trained and confident in teaching mathematics. Pupils have frequent opportunities to solve problems and develop their reasoning skills. They do this, for example, in Year 1 when using clues to identify the properties and position of different of shapes. They were challenged further when asked to create their own mathematical problem for a friend to solve. Audible gasps of pleasure show pupils’ enjoyment of mathematics when the challenges are completed. This enthusiasm was endorsed in conversations with pupils across the school who told me that mathematics is one of their favourite subjects. As a result of these measures, results for mathematics are consistently above the national average by the end of key stage 2. At the last inspection you were also asked to help pupils develop more sophisticated reading skills. Your own evaluation found that for some pupils’ progress in reading was hampered because their early language skills were not well developed. The governors backed your plans to provide more help for younger pupils to enable them to gain a good understanding of phonics and to improve their reading comprehension skills. Staff training, additional adult support for pupils and new resources enabled you to implement these plans with positive effect. Your own tracking information for current pupils supports the published data that shows they make good progress in reading. The school is calm and orderly. Pupils listen attentively to their teachers so that lessons proceed without interruption. They told me that they enjoy school and that most pupils get on well together. They are polite and considerate towards each other and to visitors. Parents agree that the school is ‘a happy, caring place’ and almost all would recommend it to others. Pupils’ good attendance and punctuality are a feature of their enjoyment of school. Governors take a keen interest in the school and visit it regularly. They are well informed about the progress the school is making. They effectively use their expertise and experience to support you and other leaders and also to find out where improvements are needed. For example, they ask incisive questions about the impact of the pupil premium funding on improving experiences and results for disadvantaged pupils. Governors review their own skills to identify strengths and training needs. When a vacancy arises, they deliberately recruit governors who can further the needs of the school. Notwithstanding these strengths, governors recognise that the school website has not been kept under regular review. Safeguarding is effective. The leadership team has ensured that all safeguarding arrangements are effective. You and senior leaders are determined to put the safety of pupils first, even when faced with challenges. Pupils confirmed that they were happy and felt safe in school. Governors regularly check the effectiveness of the school’s work to keep pupils safe. They keep themselves well informed with safeguarding training and successfully use their knowledge to ensure that the school’s safeguarding procedures are compliant with statutory regulations. The safety and well-being of pupils are integral to all aspects of the school’s work. Staff, governors and pupils are rightly proud of achieving the Stonewall Silver Award that recognises the school’s success in tackling bullying and celebrating diversity. The preventative work that the school does means that pupils are very well equipped to recognise different types of bullying and know what to do on the rare occasions that it occurs.