The leadership team has maintained the good quality of education in the school since the last inspection. You and your team have created a friendly and harmonious learning environment in which staff work closely together. Pupils are happy in school and parents are supportive. Parents speak highly of the care and quality of learning their children receive. As one parent commented: ‘Staff are kind, caring and eager to bring out the best in every child.’ You have a clear plan for continued school improvement. Your plans and vision for the school are shared with governors and staff. Your leadership team is strong and works hard to make sure priorities for improvement are successful. You provide appropriate support and guidance to staff and other leaders to ensure that the plans you make and implement are raising standards for pupils in your school. You have received effective support from the Irthlingborough and Finedon Learning Trust which has provided staff and members of the governing body with helpful opportunities to share ideas and develop skills. You have ensured that teaching is at least good in all classes by regularly visiting them with other leaders. You check that pupils are learning well by scrutinising the progress they make in their work. You carefully track the attainment and progress of all pupils. Teachers know what pupils need to learn next in order to make progress and they provide appropriate challenge. Additional support is promptly provided to pupils when needed, including those who are disadvantaged and those who have special educational needs and/or disabilities. You recognise the strengths of your school and have detailed action plans to address the areas for improvement. You have focused on improving provision in the early years to ensure that children are provided with opportunities to develop their learning outdoors. As a result, provision is stimulating and provides children with exciting and imaginative learning activities, including the development of their physical skills. Early years provision encourages boys and girls equally to practise and apply their skills in writing, reading and numeracy. New leadership and effective teaching in the early years have secured improvements in the quality of teaching, learning and assessment. The data that leaders provided for me shows that children are now making good progress from their starting points. Pupils’ overall attainment at the end of key stage 1 in 2016 was below the national average for the proportion of pupils reaching the expected standard for age. You and your leadership team responded by reviewing the curriculum and identifying areas where pupils did not do well. You have successfully trained staff and reviewed teaching strategies, so improvements have been made this year. Pupils are now better supported by skilled staff and with specific interventions. Teachers make sure that pupils are now appropriately challenged to achieve a greater depth in their understanding. Standards in reading, writing and mathematics are improving for all groups of pupils. However, you are aware that standards in writing are not as high as they could be because pupils’ handwriting, spelling and presentation have shortcomings. You have identified improving these skills as an ongoing priority. Pupils’ attendance is in line with the national average overall. However, published data indicates that, for some groups of pupils, attendance is not as high as it should be. The number of pupils in groups with low attendance was small and you could explain why their attendance was low. The leadership team and family support workers have a good understanding of the families within your community. You work well with external agencies to support pupils to attend school regularly. Nevertheless, you are aware that there are hard-to-reach families within your community. Your aspiration to ensure that pupils are not disadvantaged by low attendance is key to your continued efforts to raise attendance and further improve pupils’ overall achievement. Safeguarding is effective. The leadership team has ensured that all safeguarding arrangements are fit for purpose and records are detailed. You make sure the safeguarding of pupils is effective and a high priority. The required checks are made, so staff are suitable to work with children. Staff and governors receive the appropriate training, including protecting pupils from extremism and radicalisation. You and your staff know pupils exceptionally well, and so are alert to the things that make them vulnerable. Staff are vigilant and records show that you take decisive and prompt action when it is needed to secure pupils’ well-being.