The leadership team has maintained the good quality of education in the school since the last inspection. You are determined to enable pupils to succeed and achieve equally well regardless of their starting points. After a period of staff turbulence, your leadership has brought much-needed stability to the school. As a result, you and your team have been able to focus on raising pupils’ achievement. You and the head of school lead a new but equally determined group of middle leaders. Together, you have prioritised the actions needed to bring about the most important changes at the school to maintain good teaching and learning. You recognise that there is more work to do in ensuring that teachers provide the most able pupils with sufficient challenge by improving the use of assessment information. Governors are focused on continuing the improvements of recent years. They know the school well and are proud of what the school has achieved for the pupils. They support the investment in additional adults to boost the quality of monitoring and support for new staff. Parents support your plans for the school, and they have worked with you to bring about some much-needed improvements. Safeguarding is effective. The school’s safeguarding procedures are effective. The leadership team has ensured that all safeguarding arrangements are fit for purpose and records are detailed and of high quality. Governors are fully involved in the oversight of safeguarding across the school. Parents and carers who replied to Ofsted’s online questionnaire, Parent View, report that their children are safe at the school. Staff have benefited from appropriate training and understand what to do if a safeguarding concern arises. All pre-employment checks for adults working at the school meet statutory requirements. Leaders respond to these concerns quickly, including when pupils are absent from school. Pupils speak about how to keep themselves safe, including when online. Inspection findings My first key line of enquiry focused on how leaders are improving the quality of teaching and learning in key stage 2 so that all groups of pupils achieve equally well. This is because the proportion of disadvantaged pupils who achieved the expected standards in reading, writing and mathematics in 2016 was below others nationally. I found that despite high staff turnover, leaders have wasted little time in tackling key issues in teaching. Outcomes for disadvantaged pupils are improving. You and your team have measures in place to ensure that these pupils continue to make strong progress. Leaders have developed a plan of action focused on continuous development of teaching to improve pupils’ outcomes and diminish differences that exist between groups of pupils’ achievements. You report progress to parents at regular intervals. Governors and school leaders have invested in additional adults to work with teachers and pupils to improve outcomes and to boost the quality of monitoring and support for new staff. The second key line of enquiry focused on the impact of your work and the use of pupil premium funding to raise attainment for disadvantaged pupils in key stage 1. During our visits to lessons together, we saw some evidence of disadvantaged pupils in Year 2 making good progress towards the standards expected for their age. There was evidence that teaching was beginning to close any gaps in pupils’ learning. However, we also saw that sometimes the interventions in writing were not always urgent or precise enough. During our visits to lessons in key stage 1, we saw that pupils demonstrate interest in their work and have positive attitudes to learning. I listened to pupils reading in Years 1 and 2. They read with increased confidence. Lower-ability pupils used secure strategies for tackling tricky and difficult words. The most able pupils read with confidence and fluency. All pupils demonstrated a love for reading and a love for books. During our learning walk through key stage 1, we found that sometimes the work teachers were setting for pupils was not always challenging enough. This was preventing some pupils from working at a greater depth. My final line of enquiry focused on the impact of leaders in improving the achievement of disadvantaged pupils in key stage 2. This was because the proportion of disadvantaged pupils who achieved expected standards at the school in 2016 was below that of others nationally.