The leadership team has maintained the good quality of education in the school since the last inspection. You and your leaders, supported by the governing body, have an accurate view of the effectiveness of the school. You have developed a cohesive team and morale is high. Staff welcome the guidance and support of leaders to improve their teaching, and they appreciate that you consider their well-being as you work together to further improve the school. As a result, you have a stable staff, which has enabled you to embed the strengths from the last inspection and move forward with new development priorities. Staff are committed to ensuring that pupils receive a broad and interesting curriculum that prepares them for the next stage of their education. Displays demonstrate the wide range of learning opportunities and the high expectations you have of staff and pupils. Pupils conduct themselves well around the school. In lessons, pupils work well with each other, show enthusiasm for their learning and take pride in their work. Pupils enjoy coming to school and say that teachers try their best to make learning ‘fun’. Parents agree, with one summarising the views of many by saying, ‘My daughter has been challenged and has flourished through the care, warmth and ambition her teachers hold for her.’ The overwhelming majority of parents and carers would recommend the school. One parent commented, ‘Whilst a large school, it has a personal feel and very welcoming culture.’ Leaders use assessment information carefully to check the progress pupils make, and they act quickly to ensure that any pupils who are not meeting your high expectations receive support to enable them to catch up. As a result, outcomes for pupils continue to improve across the school. The proportion of pupils who are working at the expected standard in reading, writing and mathematics at the end of both key stage 1 and key stage 2 is above the national average. Pupils’ progress in key stage 2 is strong in reading and mathematics and in line with the national average in writing. In recent years, the progress of disadvantaged pupils in key stage 2 has strengthened. You have responded well to the areas for improvement identified at the last inspection. You were asked to ensure that pupils of all abilities were challenged with their writing. Pupils’ imaginations have been captured by the use of interesting and challenging books. This develops pupils’ vocabulary. They use new words enthusiastically in their own writing. The links between reading and writing provide a scaffold that encourages pupils of all abilities to write at length in all areas of the curriculum. You have introduced the use of models for writing to provide pupils with an understanding of ‘what a good one looks like’. Leaders ensure that there is a clear sequence of teaching for each year group, and this allows frequent opportunities for pupils to embed their learning. Following the last inspection, you were also asked to improve how pupils use the outdoor area in Reception. Leaders have invested heavily in this area and have ensured that it promotes pupils’ progress. The area is adapted to meet the needs of children, for example children are encouraged to develop the physical skills they need for writing when they visit the outdoor writing station to write with chalk, paint-brushes and rollers. Children make a strong start to their time in school in the early years unit. Governors undertake regular training and visit the school frequently to ensure that they are able to the hold the school to account. Records of governors’ meetings show that they ask challenging questions and seek verification of the impact of the work of the school. Safeguarding is effective. There is a well-embedded culture of safeguarding in the school. Staff receive regular training and updates to help them be alert to signs that a child might be at risk of harm. Your team reports concerns in a timely manner. Staff take care to support the needs of vulnerable pupils and work effectively with other agencies to support children and families. Records are thorough and are shared with key staff when appropriate. All procedures are fit for purpose. Pupils feel safe in school and say that bullying is rare. Pupils demonstrate an understanding of the different forms of bullying. Children help each other on the playground, with some trained as peer mediators to help children resolve problems before seeking the support of an adult. Other children are trained as sports leaders and they teach children new games and how to play well with each other. Pupils talked about their e-safety learning confidently and explained that they have been taught how to keep themselves safe online.