The leadership team has maintained the good quality of education in the school since the last inspection. You have driven improvements across the school. The governing body recognises your strengths and the impact you have had on improving teaching and pupils’ outcomes. New appointments to the senior leadership team and within the teaching staff have brought new skills and opportunities to the school in areas such as sport and art. The acting assistant headteacher provides you with strong support. Those staff who are more experienced welcome the opportunity to mentor those new to the profession. You, in partnership with members of the governing body, strategically plan opportunities for all staff to flourish professionally. You and your staff, along with members of the governing body, have created a culture where parents, carers and pupils feel that everyone is valued as an individual. Teachers and teaching assistants know the children well and support them academically and pastorally. Children value their teachers. They told me that they always have someone they can talk to, and one pupil told me that the teachers ‘are all amazing!’ Pupils know that adults in the school will always support them when needed. Pupils talk enthusiastically about the peer mentor scheme. Pupils value the reward systems and especially the Friday assembly where their achievements, both in and out of school, are recognised. The curriculum is engaging, and pupils enjoy the range of activities linked to creative topics. For example, a trip to Cadbury World was linked to the topic about Aztecs. A surprise boating trip was linked to the ‘Sail Away’ topic. Writing across the curriculum is strong and written work is well presented across the year groups. Pupils told me that they enjoy the lessons the teachers plan. Displays around the school reflect the exciting opportunities available. Pupils achieve well across the school in reading and writing, and reach the standards expected of them. However, not enough pupils reach the levels expected of them in mathematics, and they do not always make enough progress in this subject. You recognise that not enough children achieve greater depth in all subjects. Pupils who have special educational needs (SEN) and/or disabilities are supported well, and parents spoke highly of the support given to them and the improvements they have seen in their children’s confidence and attainment. Additional support, such as reduced timetables, behaviour support from external agencies and individual support in lessons, is effective in ensuring that the most vulnerable pupils achieve well. Behaviour in lessons and around the school is consistently positive, and pupils conduct themselves well. Governance is effective. The governing body has ensured that secure monitoring procedures are in place. Members of the governing body regularly evaluate the school’s strength and progress made towards addressing weaknesses. More recently, members of the governing body have been involved in the development of mathematics across the school. They are kept informed about the progress of pupils; however, this is not always broken down to the detailed progress of all groups, for example higher-ability pupils. The governor with responsibility for safeguarding checks the school’s procedures for keeping children safe and ensures that all members of the governing body have regular training. Additional funding, including the pupil premium and the physical education (PE) and sport premium, is used well. The way it is spent is reported to governors. However, members of the governing body do not rigorously check the impact of this spending on the attainment of disadvantaged pupils or the involvement of pupils in sporting activities, for example. At the time of the last inspection you were asked to improve the quality of teaching and speed up pupils’ progress by ensuring that teachers made it clear to pupils at the outset what they should have learned by the end of a lesson. Observations during this inspection, discussions with pupils and scrutiny of their work confirmed that currently pupils are clear on what they are learning and how to improve their work. Teachers adapt their plans throughout the lesson to meet the needs of individual learners. This helps to ensure that everyone is making progress. Books demonstrate effective progress in writing and mathematics. The emphasis on discussion in lessons is helping pupils develop a greater depth of understanding. You were asked to improve leadership and management by ensuring that subject leaders focused on pupils’ progress during monitoring and better supported improvements to teaching. You and your assistant headteacher model effective subject leadership. Your monitoring schedule is rigorous and the impact of subject leaders’ actions can clearly be seen in all subjects. For example, following monitoring in mathematics, the structure of mathematics lessons was adapted to incorporate more opportunities to develop pupils’ reasoning skills.