The leadership team has maintained the good quality of education in the school since the last inspection. Together with your colleagues and the support of your governors, you lead a school in which pupils are happy and keen to learn. Governors work closely with the school and provide effective support and challenge, acting as necessary critical friends. Pupils settle into school quickly and, because of good teaching overall, make strong progress and leave school well prepared for the next stage of their learning and education. Pupils are proud of their school. They say the school is good because of ‘all the brilliant teachers, good diversity and lots of trips’. There are mutually respectful relationships between pupils and adults. Pupils told me that behaviour is ‘very good’ in and around school and that they have lots of responsibilities and are motivated to work very hard to achieve the ‘merit’ awards. The overwhelming majority of parents and carers I spoke to or who responded to Ofsted’s questionnaire, Parent View, were positive about the school. They commented on the positive atmosphere and that pupils and parents are ‘taken seriously’. They say that they would recommend the school unreservedly because the teachers are approachable, relationships are strong, pupils are happy and they learn well. However, a small minority of parents commented that interaction between the school and parents is an area for improvement. Notwithstanding that, the prevailing attitude was summed up by one parent who commented that the school was ‘… brilliant. My son springs and bounds into school’. You have accurately judged the school to be good. Your reasons are set out in a detailed self-evaluation document including information about the achievement of pupils over time and for each cohort. As a result, you have created an effective school development plan which sets out appropriate key improvement priorities to move the school on further. For example, you have correctly identified writing and mathematics as key priorities for those pupils who are most-able and those who are disadvantaged, including the most able disadvantaged pupils. You continue to attend successfully to most of the areas for improvement identified at the previous inspection. We saw together good examples of pupils working independently to solve mathematical problems, as well as pupils responding effectively to feedback from teachers. However, we also saw examples where some pupils, especially the most able, were not making the progress of which they were capable. You and your governors are aware of this and are prioritising actions to improve these aspects rapidly. Safeguarding is effective. You and your staff ensure that pupils are safe. Pupils echo this and add that they are happy and well cared for. All safeguarding arrangements are fit for purpose and record-keeping is secure. All staff receive appropriate training in safeguarding and understand their responsibility to report any concern immediately. You work with external agencies as necessary and are persistent when there are concerns about a pupil’s welfare. The pupils at your school know how to keep themselves safe. They are taught to be safe online and know that if they have any worries they can tell a trusted adult or use the ‘worry box’. Pupils are adamant that bullying is rare and they are confident that, if there were any issues, these would be dealt with effectively. Governors understand their responsibilities in overseeing and monitoring the effectiveness of safeguarding. The strong, positive relationships with parents ensure that there is a good level of trust and mutual respect. Parents overwhelmingly recommend the school, saying it is a ‘kind, friendly and considerate’ place to learn. The vast majority of parents concur with the sentiment that their children feel safe in this school. Inspection findings During the inspection, I focused predominantly on how well most-able pupils and disadvantaged pupils, including the most able disadvantaged, are progressing in writing and mathematics. A positive feature in the teaching and learning we observed was the effective modelling by teachers and assistants. This direct instruction enabled the pupils to work towards achieving the goal of the lesson, making gains in their learning.