The leadership team has maintained the good quality of education in the school since the last inspection. The school sits at the heart of its community. You actively promote a strong Christian ethos, which leads to the values of respect, kindness and care, „so everyone can flourish‟, being well embedded. Your success can be seen in a rapidly expanding school, which is regarded in the community and by parents and carers as a „school of choice‟. Pupils greatly enjoy their time in school, calling it the „best school on earth‟ and saying, „Teachers really look after us‟. Pupils see it as a place where exciting things happen. Lessons and the many trips and varied opportunities for learning beyond the classroom raise pupils‟ aspirations successfully. The previous inspection report‟s recommendations have been addressed successfully. Senior leaders and governors rose to the challenge of improving the quality of teaching and learning effectively. As a result of leaders‟ actions, pupils‟ attainment in each key stage in reading, writing and mathematics has improved over time. The proportion of pupils leaving key stage 2 at the expected standard, over time, in reading, writing and in mathematics, is above the national average. Leaders and governors are committed to equality and using additional funding to ensure that all pupils access good-quality opportunities for learning and personal and social development. Staff care deeply for all pupils, providing a safety net of emotional and practical support to more vulnerable pupils, and this helps them thrive. As a result, outcomes for pupils who have special educational needs (SEN) and/or disabilities and disadvantaged pupils in reading, writing and mathematics in 2017 were higher than those with similar starting points nationally by the end of key stage 2. Your own information and work in books suggest that this will be at least the same or better for outcomes in 2018. A strength of the school is the quality of teaching, learning and assessment in early years. Children enter with skills and knowledge broadly typical of those expected for their age and make strong progress so that they are wholly ready for the challenges of Year 1. They go on to do well in reading and writing particularly, where outcomes at the end of Year 2 are higher than those seen nationally for all groups of pupils. This is also the case in Year 1 in phonics, where all groups of pupils did especially well in 2018. However, at the end of early years and key stage 1, it is clear that boys do not always do as well as girls in reading, writing and mathematics. Discussions with leaders and teachers as well as the work in pupils‟ books corroborate this finding. Leaders recognise this and have identified several underlying issues correctly. Leaders have embedded a science curriculum that clearly excites and engages learners. This is as a result of effective subject leaders who, with the support of an external expert, set out to improve science two years ago with obvious success. Pupils particularly enjoy practical tasks and learning outside the classroom, which they feel helps them to see meaning in their learning. Pupils make links between their experiences and their aspirations to become farmers, scientists and archaeologists. Pupils‟ science books show good progress from different starting points and a consistent approach to recording scientific investigations. Aside from science, inspection evidence shows that links between subjects are not always as clear for pupils as they might be. Senior leaders and governors are aware of this and improvement plans are suitably focused upon further improvements across the wider curriculum. Safeguarding is effective. Leaders, governors and all staff ensure that the safety and welfare of the whole school community are paramount. All the appropriate checks for the recruitment of staff suitable to work with children are in place. Records are detailed and of high quality. Leaders maintain these records in a way that is secure but also allows for good information-sharing where appropriate. All staff have up-to-date training, know who the designated leads for safeguarding are and are clear about the procedures for making referrals when concerns arise. Safeguarding leaders work closely and effectively with the local authority and other external agencies to ensure that all pupils are supported. The school pays particular attention to the care and well-being of children who are looked after, who have SEN and/or disabilities, or who require emotional support. Pupils say that they feel safe in school. They say, „The teachers are always watching to help us‟ and, „I am made to feel special‟.