The leadership team has maintained the good quality of education in the school since the last inspection. You are clear with staff what you expect teaching and learning to look like. You set high standards for the behaviour and conduct of pupils and staff. Staff and leaders work successfully to make full use of every available moment for learning. Leaders make sure that staff have frequent opportunities to learn from one another. Staff and parents say that leaders are visible around the school at the start and end of the day. They say that you listen and respond well to their views. Pupils respect staff and leaders. You and the governors work closely as a team. Together, you have identified how best to improve governance, as well as to improve pupils’ education. You provide more information to help governors understand what the school does well and to spot where further improvement is necessary. As a result, governors are more challenging and review the work of the school with skill and precision. Leaders seek challenge and support from the local authority and other schools. You make sure that every aspect of the school faces careful review. Your vision for the school is clear and ambitious. You understand how to manage change. Staff support new ideas and readily adapt their practice. You have set out clear priorities for moving the school forward. All staff work to the same vision and take increasingly consistent approaches to their work. Until the arrival of new leaders in late 2016, this was a school that had lost its way. Upheaval in staffing and high levels of sickness absence affected the work of staff and leaders. The quality of the school began to decline. How staff felt about their own skills and their work plummeted. Pupils’ behaviour became an issue. School finance became a challenge. Governance was not strong. This is no longer the case, and the quality of the school has become good again. At the previous inspection, inspectors asked the school to improve the quality of teaching and the rate at which pupils make progress in their learning. Since taking up post, you have made sure that staff access training and clear advice about how to improve their work. You are unafraid to take action where improvement in the quality of learning or pupils’ progress is slow. Because of the work of leaders and staff, the quality of teaching across the school remains good over time. Current pupils make good progress in their learning. Evidence indicates that activities are now much more enjoyable and worthwhile for pupils. In the sample of lessons you and I visited, we found that teachers check much more carefully that pupils understand what staff expect of them. In mathematics, teachers use assessment carefully to plan learning that challenges pupils of different abilities. Staff now use information and communication technology well to enhance teaching. As recommended at the previous inspection, you have successfully improved pupils’ use of grammar and punctuation in their writing. Even so, you and I did agree that activities to develop pupils’ writing should be better matched to the needs of the most able pupils in key stage 2. Children in the early years now experience a curriculum as rich outdoors as indoors. This is because of much work by staff and leaders to improve the provision and use of different resources outdoors. Children learn through a wide range of worthwhile activities in the garden areas, for example to role-play adult roles or to practise their writing. A further area for improvement at the previous inspection was for the school to improve the work of the wider team of leaders in the school other than English and mathematics. You have achieved this by giving time and support for leaders to undertake their roles. They benefit from opportunities to attend training. Middle leaders now review the impact of teaching on pupils’ achievements in their subject and report regularly to governors about their work. Safeguarding is effective. Leaders make sure that all safeguarding arrangements are fit for purpose. They make sure that staff have clear, open communication with families about pupils’ education and their home lives. The curriculum and the school website give pupils much information about possible risks to their safety. Leaders support staff by arranging discussions about national and local child protection matters. Staff and leaders record concerns about pupils’ well-being carefully. Leaders review all pieces of information routinely about pupils’ care and protection. Links between the school and other agencies are good. Pupils have lots of opportunities to share their concerns with staff. Staff use questionnaires to make extra sure that pupils feel happy about their safety. Governors keep a close check on the safeguarding work of the school. They use a local authority audit to review carefully whether the school meets requirements. They undertake regular training, so they are up to date. They understand their responsibility to protect pupils whenever they work online at school. Governors review site safety and security regularly.