The leadership team has maintained the good quality of education in the school since the last inspection. Governors and the local authority have guided the school through a period in recent years where there have been significant changes of staff. All senior leaders and several teachers have been appointed since the previous inspection. With a new permanent headteacher and deputy headteacher in post, the school has entered a period of greater stability. Leaders and governors have an accurate understanding of the school and are ambitious to make it the best it can possibly be. Morale among staff is high. The overwhelming majority of staff enjoy working at the school and feel proud to be part of the team. Senior leaders provide appropriate professional development opportunities for all staff. Staff embrace leaders’ vision of improving the school and all work hard to bring this about. Pupils love coming to school. They work hard, have positive attitudes to learning and are proud of their achievements. The school’s environment, inside and out, plays an important part in generating pupils’ enthusiasm for learning. Immersive displays in corridors recreate such places as fairy tale woodlands and the seaside, helping pupils to be inspired by their learning. The outside area is exceptionally well used to extend pupils’ learning and enrich their experience. The curriculum is a treasure trove of memorable learning experiences. Pupils enjoy caring for the animals and chickens in the school’s mini farmyard. They grow their own vegetables and go on adventures in the woodland. One boy vividly recalled the time when he had gone on an expedition to the woods with his classmates to find the polar explorer Ernest Shackleton. Parents are very happy with the school. One parent, speaking for many, said: ‘The strong sense of community makes this a happy school and a joy to be part of.’ All parents who recorded their views on Ofsted’s online survey, Parent View, said that their children enjoy school, are safe and make good progress. Parents I met with at the start of the day echoed these views and appreciated the way that the whole community gets on harmoniously. They particularly praised the school’s curriculum and the use of the outside areas. One parent said of her daughter: ‘She has developed a curiosity for learning new things and every day is a new adventure.’ Pupils agree that the playground is a friendly place where pupils get along well and are kind to each other. Occasionally, pupils fall out and play roughly at breaktimes, but staff are quick to notice and take swift and effective action. However, pupils are not clear about the differences between such incidents and bullying, and sometimes confuse the two. Outcomes for pupils are good and improving, especially in reading and mathematics. The proportions of pupils who achieved the expected standard in reading, writing and mathematics at the end of key stage 1, in 2017, were below the national figures. However, the proportions of pupils who achieved greater depth were above the national averages. This academic year, pupils are writing more frequently and in a range of subjects and, as a result, are making stronger progress. This has addressed one of the areas for improvement identified at the previous inspection. However, the school’s new approaches to the teaching of writing have not had time to embed, so pupils are achieving less well in writing than in other subjects. Also, we agreed that pupils’ handwriting and the presentation of their written work is not at a consistently high standard. Senior leaders use pupils’ progress information to set challenging targets and to intervene quickly when pupils start falling behind. Leaders sharply focus on how well groups of pupils are achieving, including disadvantaged pupils and pupils who have special educational needs (SEN) and/or disabilities. In this, they have addressed another area for improvement from the previous inspection. The teaching of phonics is a strength of the school. The proportion of pupils who achieve the expected standard in the phonics screening check at the end of Year 1 has risen steadily over recent years. This year, outcomes in phonics are on track to be well above the national average. The deputy headteacher has set up a phonics hub at the school, which offers valuable support and training to other schools. Children get off to a good start in the early years. Outcomes have continued to rise in recent years and are securely above the national average. Children learn in wellresourced classrooms and outside areas. Leaders’ work to improve the outside learning environment has addressed another aspect from the previous inspection.