The leadership team has maintained the good quality of education in the school since the last inspection. The school population has grown in size since the previous inspection. The school now has a higher proportion of primary-age children and more pupils who have complex special educational needs (SEN). These changes in the school population have been accompanied by changes to staffing, including the appointment of a new deputy headteacher, a new assistant headteacher and a large increase in the number of teaching assistants. The buildings have been improved with a new entrance and administration area, and other developments such as to the toilet facilities. These changes have helped you make sure that the school continues to provide safe and effective education. Leaders and staff demonstrate strong commitment to pupils and to meeting their needs. They know the pupils extremely well. Relationships between staff and pupils are positive and reflect the value placed on each individual pupil. You have a clear view of the strengths of the school and of aspects which can be further improved. The school’s self-evaluation document is thorough and honest. It links to a detailed annual school improvement plan. Year by year, these plans confirm the way that leaders and staff have worked together to make the school’s provision as good as possible for pupils. At the previous inspection, inspectors asked school leaders to improve resources for early years children so that their learning increased. Your self-evaluation document provided us with details of the many positive changes introduced to the early years. During the inspection, we saw children playing and learning well in a positive and highly nurturing environment. You were also asked to improve teaching so that pupils have the best possible chances to make good progress. Again, the school has a clear record of the steps that were taken to make sure that teaching was strengthened to maximise pupils’ progress. Leaders and other staff made changes to teaching resources, class organisation and assessment systems. These changes have also been successful. Pupils make good progress, although a little slower as they move from key stage 2 to key stage 3. Your observations of teachers further confirm that they are effective in helping pupils to learn academic subjects and broader skills. The parents we spoke to were highly complimentary about the school’s work. They told us how their children had rapidly settled into the school and described the way in which the school helps pupils to develop in their learning and as people. Some said that their children very quickly became happier as they joined the school because of the way in which their particular needs were met. Parents also said that they appreciate the way the school helps them, particularly when their circumstances may be difficult. The survey responses received from staff indicate that very many are positive about all aspects of the school, although a small number identified some concerns, for example, about pupils’ behaviour. The school has procedures which set out how staff can formally raise any concerns they may have. You told us that no members of staff have used these systems in relation to concerns about pupils’ behaviour. Inspectors saw pupils across the school behaving well in class so that all were able to learn. The pupils we spoke to were friendly and polite. The group of pupils that talked to me said that bullying is not a problem in the school. They know that pupils sometimes need extra help with their behaviour, but feel that this help works. Safeguarding is effective. The leadership team and governors ensure that arrangements to safeguard pupils are comprehensive and effective. Record-keeping of safeguarding is thorough and allows leaders to be confident that action is taken as needed. Leaders are persistent in their work with the external agencies involved in keeping pupils safe. Staff receive regular training to help them to stay up to date with safeguarding matters, including safe approaches whenever physical contact with a pupil may be needed to control their behaviour. Governors also receive appropriate training to increase their awareness of how they can contribute to safeguarding. The improvements to the buildings since the previous inspection have increased pupils’ safety and security.