You and other leaders and managers accurately judge the school to be providing a good-quality education. Since your arrival in January 2015, it is evident that you have steadily driven school improvement and tackled weaknesses in teaching and learning. You admit that this has led to a high staff turnover but you and your governors are confident that the school is now in the right place to continue to improve. At the time of the last inspection, the school was asked to make sure that children in Reception made the progress they were capable of. Since then, a new year group leader has made substantial improvements to the early years environment and this has accelerated the progress that children make. They confidently access a wide range of interesting resources which stimulate their thinking, develop their key skills and support learning. You and your teaching staff identified the need to develop the children’s personal, social and emotional development. By making effective use of the outdoor learning areas to support the children’s learning and develop their confidence, you and your team have made a significant impact on their improving skills. The last inspection highlighted the need for teaching staff to play a more active part in collecting information on pupils’ progress and use it to inform their practice. You have ensured that teaching staff take responsibility for pupils’ progress information. You have helped them develop an accurate understanding of the progress their pupils are making and how to compare it with the expected levels for the age year group they teach. Regular reviews of the progress made by individual pupils help teaching staff tailor their teaching to ensure that specific needs are met. Those who require extra challenge or help are supported by teaching assistants. This has had a strong impact on accelerating the progress that children in Reception and Year 1 make. However, as a result of poor teaching in the past, the gap in the current Year 2 cohort between those pupils who are disadvantaged and those who are not remains significant. You have established a leadership structure with clear lines of accountability. Year group leaders take responsibility for their teams and play an effective role in the strategic leadership and management of the school. Through their regular sampling of books and learning walks around the school, they check for consistency in teaching and learning. The deputy headteacher and year group leaders support members of their team in ensuring that all classrooms are stimulating and encourage pupils to systematically develop key skills. Nevertheless, there still remains an inconsistency in the way that the agreed marking policy is used. This is because not all teachers make meaningful comments which are understood by pupils. The special educational needs leader has a firm handle on the provision for pupils who have special educational needs or disability, ensuring that they are well supported both in small groups and during class sessions. Improved links with the neighbouring junior school and specialist advice from the local special school have enabled best practice to be shared. A consistent approach to planning for specific and specialist needs across the school has led to improved planning for pupils who have special educational needs or disability. Group and individual sessions are targeted well to ensure that the pupils receive the best possible support. Safeguarding is effective. You and your team have created a strong culture of safeguarding within the school. You all get to know the families of children who attend Paulton Infant School very well and a close eye is kept on every pupil, especially any whose circumstances make them vulnerable. All safeguarding arrangements are fit for purpose and records are detailed. Policies and procedures are kept up to date and strictly adhered to. All staff are well trained and any concerns are always immediately followed up by you or your deputy headteacher in your roles as designated child protection officers. You have built up close professional relationships with external agencies, such as social services, and staff make good use of specialist help and advice. You and your governors understand how to recruit safely and staff are carefully vetted prior to employment. Governors are focused on ensuring that the school building is a safe place to be, and regularly carry out rigorous health and safety checks. You do have some incidents of challenging behaviour but these are carefully logged, followed through and checked to make sure that there are no emerging patterns of concern. Since you took up your appointment, antisocial incidents have steadily declined and pupils’ anxieties have diminished. Teaching staff appreciate the additional training they have received to handle pupils with extreme behaviours.