The leadership team has maintained the good quality of education in the school since the last inspection. You and the other leaders at the school are analytical and candidly self-evaluative about the school. You identify accurately things that need to be improved. You make decisions about what to do based on sound evidence, including information about the pupils’ progress and attainment. Typically, the actions that you take result in improvements for the pupils. When they do not, you identify the problem quickly and make appropriate changes. This was apparent, for example, in the changes that you have made to the way that the staff assess the progress of the pupils. Your reasoned and flexible approach means that, if a seemingly good idea proves not to be successful, you do not just carry on regardless. You have dealt well with an area for improvement from the previous inspection of the school to strengthen subject leadership. You have introduced a structured and systematic approach to these leadership functions. You have secured the leadership of provision for pupils who have special educational needs and/or disabilities, after a fairly lengthy period of instability. The approach to subject leadership has made clear to the leaders, and to the staff more generally, what is expected from them. The special educational needs coordinator and the subject leaders have been given training and development opportunities that have increased their skills, for example in how to monitor the work of the school. As a result, the leaders are motivated and able to fulfil their responsibilities. The changes that you have introduced in the way that the teachers assess how well the pupils are doing have helped to improve the quality of teaching. The pupils now understand clearly what they are intended to be learning, which was an area for improvement at the previous inspection. They understand also how well they are doing and what they need to do better. The systematic approach to assessing the pupils’ achievement helps the staff to see which pupils are at risk of underachieving. That leads to those pupils, including the most able pupils who may not be fulfilling their potential, being given effective additional help. It became clear during the course of the inspection that, currently, not enough pupils are being helped sufficiently to move on to high levels of achievement. That is particularly so in reading and writing, though also still in mathematics, despite improvements in that subject. Also, some groups of pupils, particularly the pupils who have special educational needs and/or disabilities, still do not make quite as much progress as other groups at the school. You have revised comprehensively the way that mathematics is taught. You took the decision to do so having correctly identified an area for improvement by looking at information about the pupils’ achievement in the subject. You are starting to see the benefits of the changes in recent information that shows the pupils making better progress in the subject currently, than was the case previously. Safeguarding is effective. You have ensured that safeguarding arrangements are fit for purpose and that records are detailed and of good quality. You have established a positive ethos for safeguarding. The governing body maintains appropriate oversight of this area of work. The staff are given training regularly and kept up to date with the latest government guidance. They know what to look out for and what to do if they are concerned about anything. The school has simple and effective procedures for reporting concerns and the staff use the systems appropriately, including, for example, the midday supervisors. You show initiative. For example, you commissioned an external audit of the school’s work to safeguard the pupils. You have acted on the findings and made improvements, including a major improvement to the security of the school site. That has significantly increased the extent to which the pupils feel safe at the school.