The leadership team has maintained the good quality of education in the school since the last inspection. Your steeliness and determination have underpinned the school’s continued good performance despite a number of staffing changes and challenges. You are well supported by an effective governing body whose members are unwavering in their high aspirations for all pupils. You have the support of staff and parents and carers. One parent commented, ‘This is an excellent school; there is a real community spirit.’ Pupils enter the school with skills and abilities that are broadly expected for their age. By the time they leave the school at the end of Year 6, the proportion achieving the expected standard, and the proportion reaching the higher standard or working at greater depth in reading, writing and mathematics are both above the national average. This is due to strong leadership and high-quality teaching over time. Pupils’ progress in reading and writing is particularly strong. Children make good progress in early years and benefit from a stimulating and enchanting outdoor area. They make the most of opportunities to discover, to be creative and to write. Counting and number work activities are promoted well, although children occasionally require more adult direction to complete these activities successfully. Pupils behave well around school and outside. Their attendance is above the national average. Pupils say that they enjoy school and they appreciate the range of clubs and activities on offer. Pupils engage well in their learning as the majority of teaching is typically well suited to their needs. For example, in a Year 6 lesson, pupils learned about the features of weathering and erosion. Different groups eagerly investigated the effects of chemical weathering, while others performed an experiment to understand how erosion occurs. All pupils were challenged and engaged in their learning. The curriculum is enriched by many spiritual, moral, social and cultural events including performance-based poetry, African drumming, Diwali dancing and many sporting and musical experiences. Pupils’ work in subjects such as history and geography shows that the curriculum has breadth. However, it is sometimes lacking in depth. Pupils do not consistently achieve the same depth of understanding in humanities subjects as they do in English, science and mathematics. This is because the curriculum often flits between topics, which does not help pupils to link their learning and secure a deeper understanding of the subjects they are studying. Leaders and governors have responded well to the areas for improvement from the previous inspection. The quality of teaching overall is strong. We observed Year 1 pupils practising their handwriting. The teacher modelled effectively, set high expectations and supported pupils very well. Writing is taught well across the curriculum and standards of spelling and grammar are high. Scrutiny of pupils’ books and the work displayed around the school shows some very lively, expressive and technically accurate pieces of work. Attainment in key stage 2 mathematics remains above the national average, but progress is more typically in line with that of other schools. Leaders and governors have a thorough and detailed plan in place to improve pupils’ progress in mathematics. There is a greater focus upon fluency and explaining mathematical methodology. The plan has had a positive impact and current assessment data shows that pupils’ progress in this subject is picking up. Safeguarding is effective. The leadership team has ensured that all safeguarding arrangements are fit for purpose. The single central record meets requirements, child protection training is up to date and child protection records are kept securely. You showed me some good examples of how you use early help to support pupils and their families. In more complex cases, the diligence of your staff has led to rapid support for pupils whose circumstances make them vulnerable. Almost all parents who responded to Parent View, Ofsted’s online questionnaire, felt that their children are safe in school, a view that is mirrored by pupils. There have been no permanent or fixed-term exclusions since the previous inspection. A couple of parents whom I spoke with or who responded to the Ofsted survey felt that bullying is not being dealt with effectively. Current records show that instances of bullying are carefully logged and dealt with in a timely manner.