The leadership team has maintained the good quality of education in the school since the previous inspection. You have worked with governors to address key areas for improvement and continued to improve the quality of education for pupils. With your team, you have accurately evaluated the school’s strengths and areas for improvement and have developed appropriate plans designed to move the school forward. Staff make careful use of all available space in the school and have developed a welcoming and vibrant environment for learning. The school’s vision for a caring school community in which ‘the learning and well-being of our children are central to all decision-making’ is evident in the strength of relationships between teachers and pupils and the high quality of pastoral care. Parents and carers praise the school and the quality of your leadership. During your time as the school’s headteacher, you have developed strong relationships with the community. You show determination in your belief that every pupil can flourish. The school has achieved a good level of success in improving pupils’ outcomes in the phonics screening check. A number of initiatives have been implemented which have helped to improve consistency in the quality of the teaching of phonics. As a result, the proportion of pupils who achieve the expected standard in the phonics screening check now exceeds the national average. The introduction of a dedicated phonics slot in the morning has created a good learning routine for letters and sounds. Digital learning resources are well chosen and used alongside more traditional resources. A well-received phonics workshop designed to increase parents’ understanding of the use of phonics to support early reading has helped to promote pupils’ skills in blending. The decision to place a dedicated literacy coordinator in the early years has raised teachers’ skills and improved children’s progress in phonics. Close analysis of pupils’ confidence in the use of verbal cues ensures that interventions can be appropriately planned and delivered. Since the previous inspection, leaders have developed appropriate plans to improve the progress and attainment of boys. Close analysis of the progress of all groups of pupils is undertaken by leaders at regular intervals. Pupils who are working at the cusp of the expected standard or greater depth are identified and opportunities planned to enable them to move on at pace in their learning. Historically, the proportion of boys who achieved a good level of development in the early years was much lower than that of girls. However, more recently, by the end of Year 1, boys’ attainment in the phonics screening check has significantly improved. By the end of key stage 1, the differences between the performance of boys and girls have reduced. In both reading and mathematics, boys are now attaining at a standard which is above the national average. Safeguarding is effective. You have developed a highly effective culture of safeguarding pupils at the school. The child protection policy is comprehensive and includes reference to procedures for referring any concerns. Staff receive regular training and are clear about their responsibilities for keeping pupils safe. Training includes information about the indicators of abuse, as well as the importance of maintaining vigilance for signs of radicalisation. The school works closely with a number of external agencies to protect pupils and ensure that early help is sought. Staff maintain meticulous records and are tenacious in seeking updates on the progress of agreed actions. The chair of governors ensures that the full governing body is well trained on all aspects of safeguarding and holds you to account for the quality of record keeping and the monitoring of pupils’ safety. The school also accesses support from a range of therapeutic professionals and services to ensure that the personal needs of all children can be met. The single central record is comprehensive, compliant and securely maintained and safer recruitment practice is robust. Both pupils and parents consider that the school provides a safe and welcoming environment and that incidents of bullying are rare. The behaviour policy outlines high expectations for positive behaviour in lessons and around the school site. Pupils have a good level of understanding of the ‘beanstalk’ behaviour management system and are keen to remain in the ‘cloud’ in order to access the ‘golden time’ rewards. Where behaviour of pupils is more challenging, staff use an ageappropriate reflective tool to promote positive change. Pupils understand how to keep themselves safe in a digital environment.