The leadership team has maintained the good quality of education in the school since the last inspection. There have been many staff changes since then, including your appointment as headteacher in April 2014 and the appointment of your deputy headteacher in September 2014. You have formed a highly effective leadership team and you work well together. Your skills complement one another. You have secured significant improvements to the school since the last inspection. You have moved the school within the overall judgement of good, demonstrating substantial improvement. The impact of work by leaders is impressive and the school is considerably better placed to deliver learning opportunities that effectively meet the needs of pupils and now includes some aspects of excellence, for instance pupils‟ personal development and welfare and the provision in the early years. Leaders, staff and governors place clear emphasis on nurturing pupils‟ wider personal development as well as their academic well-being. The school‟s mantra of “SOAR to success” is prominent, not just visually but also in the way it underpins everyone‟s work. The excellent provision for enrichment further builds on this, enabling pupils to have a go at learning new skills which, otherwise, they may not be able to try. You accurately identify the strengths and areas of relative weakness and then systematically set about tackling the areas identified for improvement. After the last inspection the school was asked to improve the quality of pupils‟ writing and their achievement in mathematics. Pupils‟ achievement in both writing and mathematics has risen. You have put in place clear structures for teachers to follow which secure a more cohesive approach across the school. However, there is still some variation in the quality of teaching, which means pupils‟ progress is not always as rapid as it could be and which continues to need attention. There is a vibrant and interesting curriculum provided for pupils with a wide range of stimulating learning opportunities. Physical education is a particular strength, which is reflected in the school‟s being awarded the School Games Gold Level Mark in 2015 and again in 2016. Pupils say they thoroughly enjoy coming to school because they feel it is a happy and exciting place to be. They take great pride in the school. Pupils enjoy lessons and say that teachers really help and support them in their learning. They work diligently to present their work carefully and meet teachers‟ expectations. The atmosphere across the school both in lessons and on the playground is calm. Pupils are courteous and respectful to each other, visitors and staff. They particularly enjoy the opportunities they are given to take responsibility within the school, including fundraising and being a representative of the school‟s council. The „job centre‟, which encourages pupils to make an application for positions of responsibility, is seen as a fair way of gaining responsibility and older pupils say that it prepares them for the future. You have undertaken a full audit of the effectiveness of governance. This has resulted in a slimmed-down but purposeful and skilled governing body. Governors have clear and specific roles. Governors fully support you in your role and together you all have a clear role in understanding what the school does well and where even more can be achieved. This has ensured that your priorities for improvement are accurately identified and your plans focus on the areas most needing development. Children in the early years get off to a strong start. They enjoy well-planned activities which engage their curiosity and interest. Consequently, they become absorbed in learning and show focus and sustained concentration. Focused teaching ensures that they very quickly acquire the key skills they need to make good progress. The outdoor area is well developed and particularly well resourced. It fully enables children to follow up on skills learned indoors, which was an area identified for improvement in the previous inspection. Safeguarding is effective. Leaders consider the safeguarding of pupils to be of the utmost importance. They ensure that all safeguarding arrangements adhere to statutory requirements and are fit for purpose. Records are detailed and of high quality. Leaders work closely with a range of external agencies and decisive action is taken, when required, to keep children safe. Leaders and learning mentors are vigilant in ensuring that pupils‟ welfare and safety are paramount. They are unrelenting in their responsibility to ensure the well-being of every child.