Overall, the leadership team has maintained the good quality of education in the school since the last inspection. As the new headteacher, you established yourself swiftly as a force for change and improvement. You developed good relationships quickly with staff, pupils and parents, who are confident about approaching you if they have concerns. Together with staff and governors, you devised a school improvement plan which has brought staff and governors together to help the school to improve. Although the school’s improvement plan is very clear about what could be better at the school, it does not include enough targets against which progress can be measured during the course of the year. In 2015 the school met the current government floor standard. This is the minimum standard for pupils’ achievement and/or progress. However, soon after taking up your post, you recognised the need to accelerate the progress made by pupils, particularly at key stage 2. You helped to raise teachers’ expectations of what pupils should achieve. As a result, in 2016, a much higher proportion of pupils than in most schools nationally achieved the expected standard in reading, writing and mathematics. Furthermore, a large proportion of pupils achieved a high score in reading, grammar, punctuation and spelling, writing and mathematics. However, no disadvantaged pupils achieved a high score. Standards by the end of key stage 1 have typically been a strength of the school. However, they took a dip in 2016, with a low proportion of pupils reaching or exceeding the levels expected for their age in reading, writing and mathematics by the end of Year 2. This group of pupils are now in Year 3. Together with leaders and governors, you have put effective systems in place to support these pupils so that they catch up with their learning quickly. You are also focusing on key stage 1 and have already made some significant changes which are starting to improve the quality of teaching and learning in this part of the school. While there are already improvements since last year, the progress made by pupils at key stage 1 has yet to accelerate enough to ensure that the most able pupils achieve a high score in reading, writing and mathematics by the end of Year 2. Governors have developed and improved their roles and now hold leaders to account more rigorously than has previously been the case. They are focusing more sharply on the progress made by disadvantaged pupils. This has contributed to the very good progress made by this group of pupils last year. However, governors do not check routinely on the progress made by those pupils who are disadvantaged and also amongst the most able. Governors challenged school leaders about the previously low levels of attendance for some groups of pupils. This led to improvements in the way the school responds to pupil absence, especially that which is unauthorised. The time and attention of the governing body has been diverted with the need to appoint a highly effective new headteacher. Consequently some aspects of their role have not been fulfilled as well as they should have been. For example, they have not ensured that the school’s website was kept up to date. Consequently, there is a range of information and documentation which is either missing from the school’s website or is out of date, such as information about the use and impact of the pupil premium. At the time of the last inspection, the school was asked to improve the quality of teaching and learning to become outstanding by planning work that meets the different needs of pupils, particularly those of higher ability. The school was also asked to ensure that pupils know how well they are achieving and what they need to do next in order to improve further. Governors and leaders have ensured successfully that teaching provides pupils with the next steps to help improve their progress in English. However, not all teachers provide pupils with the same high-quality feedback in mathematics. Consequently, pupils are more confident about how to improve their work in English than they are in mathematics. The quality of teaching and learning is not yet good enough to be outstanding. Most teachers have raised their expectations of what pupils can achieve. Nevertheless, they do not all ensure that their most able pupils develop a depth of knowledge and mastery of what is being taught, particularly in mathematics.