The leadership team has maintained the good quality of education in the school since the last inspection. The new headteacher has hit the ground running and has rapidly begun to bring about improvements to aspects of teaching and learning. He has evaluated the school’s strengths and areas for development accurately. His experience as a headteacher from another part of the country is invigorating staff and widening their perspectives. He is ambitious for the school to become outstanding, has high expectations of pupils and is well supported by staff and governors. Aspects of the school are very strong already, especially pupils’ performance in English and mathematics at Key Stage 2. Children develop rapidly in Reception and attainment is above average at the end of the Early Years Foundation Stage. Improvement in writing at Key Stage 1, which was a key area for improvement at the last inspection, has been more limited. Following the last inspection the school was asked to make pupils’ learning targets and next steps clear. These improvements have been made. Pupils in lessons regularly talk about their targets and understand what to do next in English, mathematics and science. Pupils often follow up marking by making corrections and improvements to their work. The school was also asked to tailor questions to challenge pupils, especially the most able. Both teachers and teaching assistants question pupils effectively. Written questions are directed well to more-able pupils: for example, a group was tackling a challenging problem to find the lowest common multiple for buying the right number of buns for their burgers. Teaching assistants are deployed well and most have the training and expertise to question individuals and small groups constructively. Improving the analysis of pupil progress at Key Stage 1 was an area for improvement at the last inspection. The headteacher’s new system for tracking the pupils’ progress is contributing to a more detailed and accurate analysis of what holds some pupils back, with more precise action to overcome identified weaknesses. The assistant headteachers and other leaders are making a strong contribution to improving teaching, learning and the curriculum. They model good teaching, lead by example and coach newer staff effectively. Pupils in all year groups are keen to learn and they behave sensibly and maturely. The quality of dialogue between pupils is good and contributes significantly to their learning, including in Reception. Classes have a productive working atmosphere and pupils of all ages frequently expressed their enjoyment in learning and their keenness to tackle new challenges. Governors have a well-informed understanding of the school’s strengths and priorities for improvement. They have managed the transition from one headteacher to another well. They monitor the work of the school closely and regularly audit the policies and procedures for safeguarding. Safeguarding is effective. All staff are trained appropriately in safeguarding. The school has an inclusive ethos and a good knowledge of the circumstances of individual pupils. Staff consider the support needed for different pupils carefully and tailor provision thoughtfully to meet particular needs. They liaise well with other agencies that are supporting pupils and their families. Records are well managed and organised and dated systematically. A dedicated member of staff coordinates the work with families, agencies and pupils effectively. Almost all parents responding to the online Parent View survey said that their children feel safe in school. Inspection findings   The new headteacher has identified key priorities accurately in order to further improve the effectiveness of this good school. He has rapidly begun to implement strategies to improve the curriculum for boys, especially in writing; the use of classroom walls to support learning; the use of computing; the teaching of spelling, punctuation and grammar and the use of data to drive more rapid improvement. Senior and middle leaders have a realistic view of strengths and weaknesses and energetically take initiatives in their area of responsibility for year groups and subjects, including science.