The leadership team has maintained the good quality of education in the school since the last inspection. Your calm and measured leadership places the needs of pupils at the centre of all your decisions. Consequently, the school has flourished since the last inspection. Pupils are happy and safe. They fully engage in their learning and are well-prepared for the next stage of their education. Together with your leadership team, you know your school well. You understand where the school needs to develop and take wellconsidered actions to bring about improvement. At the time of the last inspection, middle leaders’ leadership skills were not fully developed. You have provided high-quality training and support so that all middle leaders are able to manage their areas of responsibility effectively. The improved leadership in subject areas has led to the development of a creative and exciting curriculum. Pupils are inspired and keen to learn and as a result are making improved progress across the curriculum. Since the last inspection, you have ensured that staff meetings contain frequent opportunities for staff to share good practice. Teachers also engage in observing experienced practitioners teaching in their own classrooms so that outstanding practice can be shared across the school. As a result of the improved opportunities for improving practice, teachers are able to facilitate high-quality learning for pupils across the curriculum. For example, pupils are making stronger progress in mathematics because of teachers’ improved confidence in providing activities that allow pupils to explore mathematical concepts. During the last inspection, teachers did not consistently challenge most-able pupils in key stage 1. The introduction of the new curriculum for English ensures that opportunities for stretch and challenge are incorporated into every lesson. This has had a positive impact and the proportion of pupils that reach the higher standard is increasing steadily each year. However, although the proportion of pupils reaching the higher standard is improving it remains below the national average and leaders are aware that there is still more to do. Pupils’ progress in mathematics is not as strong as for reading and writing, including for the most able. Progress for mathematics dipped in the 2017 published data. In 2018, pupils’ progress increased but remained below that in reading and writing. Leaders have changed the curriculum for mathematics considerably and current pupils are showing much stronger progress. You have worked hard to improve pupils’ attendance and there has been steady improvement over the last three years. The many interventions that you have put in place are having a positive impact and current pupils’ attendance continues to improve. Overall attendance is now broadly in line with national averages. However, the proportion of pupils that are frequently absent from school is not falling quickly enough and is still well above the national average. The vast majority of pupils want to come to school. They enjoy their learning and like helping others to learn. They are fully engaged during learning and are eager to answer questions and give their opinion. They listen to each other’s ideas and work cooperatively. Pupils’ personal development is strong. Social, moral, spiritual and cultural education is well developed across the curriculum, particularly through the new philosophy curriculum that you have recently introduced. Pupils are wellprepared for life in modern Britain. Governance is strong. Governors know the strengths of the school and where it needs to improve. They understand the strategic nature of their role and have the skills necessary to hold you to account. They are very supportive of the improvements that you want to make. Safeguarding is effective. There is a strong culture of safeguarding in the school. Staff receive safeguarding training frequently and know how to identify pupils that need help. Staff show a clear understanding of the school’s safeguarding policies and follow the appropriate steps to ensure pupils’ safety. You and your leaders know your pupils and their families well. This allows you to respond promptly to support your vulnerable pupils. You have developed strong relationships with external agencies to ensure that you can help parents to access the most appropriate support for their children.