The leadership team has maintained the good quality of education in the school since the last inspection. You and your staff create a warm welcome for children and their families. Your commitment to put ‘children at the heart of everything we do’ is reflected in your drive to continue to make improvements to the school. You have high expectations and expect the best for children. You are not afraid to challenge any weaknesses in the quality of teaching. You support staff well, providing them with good-quality feedback. Teaching is strong as it is based on an accurate assessment of pupils’ needs. As a result, pupils make good progress from their starting points. These starting points are sometimes very low. In the Nursery classes, staff closely check that activities enable children to form positive attitudes to learning. Most children remain at the school, moving on up to the Reception classes. Others join from several pre-school settings. Last year, a high proportion of children in the Reception classes with complex special educational needs and/or disabilities (SEND) needed extra support to achieve well. Staff gave children plenty of time to settle at the start of the year. This lost some valuable time to teach early reading and writing skills. During the year, children made significant progress; however, a high proportion still needed to gain the skills and knowledge necessary for successful learning in Year 1. You looked at pupils’ needs carefully and made changes which created an individualised approach to learning. Together with your leadership team, you introduced flexible teaching arrangements, aiming to ensure that pupils who need to make more rapid progress are supported well to do this. Teachers plan activities that enable pupils to gain knowledge and move forward quickly. Teaching assistants are well briefed in providing extra guidance for specific pupils. Activities are interesting and relevant. Staff respond positively to pupils’ contributions and, as a result, pupils are confident and lively. More pupils in Year 1 now have the early reading and mathematical skills they need than at the start of the year. Pupils’ books show that they use ideas from their reading to write confidently. However, some do not form letters correctly. This weakens some pupils’ progress in writing. Although pupils work diligently in lessons and show interest in their learning, some pupils’ books are not presented well, showing a lack of pride in their work. Most parents are extremely positive about how teachers help their children to achieve well. A typical comment was, ‘My daughter has transitioned from Nursery all the way to Year 2. Each year, she has been challenged, cared for and moved on by her excellent teachers.’ Pupils are also aware of the high expectations. In discussion, pupils explained that all learning time is important. When asked about how the school could improve even further, they pointed out that they would like to practise their reading, writing or mathematical skills during registration times. Safeguarding is effective. Leaders ensure that all safeguarding arrangements are fit for purpose and that the culture of safeguarding is strong. All pupils who gave a view in an online survey said that they feel safe at school. Staff build positive relationships with parents and take time to understand challenges they may be facing. Many parents expressed views about how much they appreciate that staff do all they can to help parents who are experiencing difficulties or trauma. The designated safeguarding lead keeps safeguarding high on the agenda for staff and there are frequent updates during meetings. As a result, staff understand their responsibilities and know how to report any concerns. Governors and the trust also understand their responsibilities to promote and check safeguarding procedures. Recruitment checks are secure.