The leadership team has maintained the good quality of education in the school since the last inspection. You and your senior leadership team have created a culture where all staff genuinely care for their pupils, and for each other. You have created a family ethos in the school which sits alongside a culture of high expectations. Following your appointment soon after the last inspection, you wasted no time in taking action to address the areas for improvement identified in the report. Consequently, the school is now in an even stronger position than when it was last judged to be good. This is a truly inclusive school where every pupil is valued. Disadvantaged and vulnerable pupils, who make up a significant proportion of the school, are supported very effectively. Staff nurture pupils and help them to thrive and achieve. Along with senior leaders and governors, you are relentless in your pursuit of further improvement. To this end, you are very outward-looking and creative in finding ways to ensure that pupils in your school are able to fulfil their potential. Central to your success is a focus on the impact of the actions that you take. You strike the right balance between providing strategic leadership for the school and making sure that you know your pupils well in order to meet their needs and help them to flourish. You are ably supported in this role by a very strong team of senior leaders. Staff speak very highly of your leadership. Responses to the online questionnaire were unanimously positive. Their comments focused on how valued they feel and how leaders support them to carry out their roles effectively. They feel very much part of a team. One comment summed up the ethos of the school: ‘This is a very happy school where staff are positive about doing their best for the pupils and their families.’ This view is echoed by parents whose opinions about the school are also very positive. The time you have invested in ensuring that there are positive relationships between staff and parents has paid dividends. You have created a very welcoming environment where all staff are approachable. Parents value the support that staff give to their children and families. They particularly like the way that leaders are outside of the school gates at the beginning and end of every day to greet them and ensure their children’s safety. Their positive views can be summed up by one parent’s comments: ‘This is a friendly, warm, safe and welcoming school which all my children love attending.’ Pupils really enjoy coming to school. They are enthusiastic about their learning and value the support that they receive from teachers and other adults. Pupils across the school say that mathematics is one of their favourite subjects. This reflects the high priority that has been given to improving teaching and learning in this subject over the last few years. The impact of this can be seen in the improved progress that pupils make and the standards that they achieve. Pupils like it when teachers give them challenging work to do and this happens routinely across the school. Having two Reception classes last year presented you with some challenges, not least in relation to creating an appropriate learning environment for the children. You have ensured that pupils in both these classes this year are benefiting from high-quality provision. Consequently, pupils are making good progress towards achieving at least the expected standard at the end of Year 2. You have identified the importance of high-quality provision for pupils from the moment that they start in the early years. You are focusing particularly on accelerating the progress of those with low starting points to ensure that they reach a good level of development before they start key stage 1. Pupils benefit from consistently highquality teaching of phonics. Over recent years the proportion of children who have met the standard in the phonics screening check has been broadly in line with the national average. One of your first priorities when you became headteacher was to create a rigorous system for monitoring teaching and learning. You have done this successfully. The robust and comprehensive monitoring system now in place comprises lesson observations, learning walks, scrutiny of books, pupil interviews and analysis of assessment information. Consequently, you have an accurate picture of the quality of teaching in all classes. You are confident in your assertion that pupils throughout the school are benefiting from typically good teaching. Your senior leaders are outstanding practitioners who work on a daily basis alongside classroom teachers. Through modelling this outstanding practice and providing personalised support and training, they ensure that the quality of teaching across the school is improving further.