The leadership team has maintained the good quality of education in the school since the last inspection. You have focused closely and effectively on reducing pupils’ absence and improving teaching, both actions for improvement identified by the last inspection. Attendance has risen rapidly since 2013 and is now above average for all groups of pupils. You check closely on the quality of teaching, making sure teachers are given clear improvement points whenever they are observed by leaders. You showed me how these points are systematically followed up. The training provided to teachers is helping them to improve their teaching or leadership. As we watched pupils learning on the morning of the inspection, you identified strengths and weaknesses and explained to me how you and other leaders were developing teaching in a range of classes. Without exception, we saw pupils happily and closely focused on their work. Teachers were checking on pupils’ understanding and they or teaching assistants frequently returned to work with any who had not grasped a concept first time. Pupils knew exactly what they had to do and what they were trying to learn. One pupil summed up their learning, saying, ‘We have loads of fun lessons.’ You spoke powerfully about your drive to make sure all children have opportunities to succeed as well as they can. The pupils told me enthusiastically about the school motto: ‘Learn, have fun, succeed’. You ensure that disadvantaged pupils do well. Last year these pupils had higher attendance than others nationally and others in the school. The 2016 Year 6 results showed that disadvantaged pupils had made better progress than their classmates in reading, writing and mathematics. This is partly because of the very carefully chosen support work you do, but also because teachers pay close attention to disadvantaged pupils in lessons. They make sure that these pupils, especially, are questioned and supported well. You and the governors concentrate on pupils’ attainment when you are evaluating the success of the school. Your new system for tracking exactly what pupils can do is being followed by teachers and gives you good information. You rightly give weight to making sure that as many pupils as possible reach the standards they should for their age. One of the strengths of the school is the way you are directing extra support towards helping pupils who are working just below this level to catch up. However, concentrating on attainment rather than progress has meant that you have not always fine-tuned your targets for improvement, for example concerning which gender might need to do better. Safeguarding is effective. You, your governors and the staff are committed to keeping pupils as safe as possible. Leaders have ensured that all safeguarding arrangements are fit for purpose and that records are detailed and of high quality. You provide training to make sure staff are up to date with guidance. You keep a close track of training attended and make sure that all staff have read the documents they should. A range of staff, with different roles, were able to tell me about their training and what they look out for. Accident reports are appropriately kept and swift action is taken when needed. Pupils I spoke to and almost all parents who responded to the online survey said that the school is a safe place. The pupils said that behaviour was good and there was no bullying. They know who to go to if they need help and are sure something would be done. They know how to keep themselves safe, for example, when using the internet or a mobile phone. Pupils respect staff, and classrooms are secure, happy places. Governors have checked to make sure timely action is taken when a child is identified to be at risk. They are very aware of hidden ways in which a child could be harmed and have focused on establishing the ethos of ‘a telling school’, meaning that no-one should be afraid to raise issues, however small they seem. Inspection findings To be sure that the school remained good, one of my key lines of enquiry was about progress in key stage 2. You had a successful drive to improve writing last year. In the 2015 Year 6 results, progress in writing was the weakest of the three key subjects – reading, writing and mathematics – but in 2016 it was much the best. However, progress in mathematics was below average in 2016.