The leadership team has maintained the good quality of education in the school since the last inspection. Together with your staff, you have created a very inclusive school where pupils feel happy and safe, and they thrive in all that they do. You are an ambitious headteacher who is uncompromising in ensuring that every pupil flourishes, no matter what their starting point. The school motto of ‘to be the best that you can be’ permeates every area of the school and inspires everyone to strive for more and to achieve highly. You provide strong leadership by setting high expectations of yourself and others. As a result, teamwork is strong and all staff and governors work together to drive improvements forward. All staff enjoy working at the school and morale is high. You are due to retire at the end of the academic year and governors have solid plans to ensure that the school continues to grow and develop. Since the previous inspection, standards at the end of each key stage have improved considerably. In 2018, results show that more pupils are achieving more highly. At key stage 2, the proportion of pupils who are now attaining the expected standard in reading, writing and mathematics is above the national average. You and your teachers have implemented strategies to challenge more pupils, especially the most able, to achieve the higher standards. There are promising signs that these are having a positive effect, although there is still more to do to ensure that these strategies are fully embedded across the school. At the last inspection, leaders were asked to improve the behaviour of a minority of boys in key stage 1. You have involved pupils in developing a behaviour policy that sets clear expectations of what develops pupils’ sense of right and wrong. Pupils fully understand the school rules and play their part in making sure they behave very well during lessons and other times of the school day. As a result, classrooms are busy and productive learning environments, enabling pupils of all abilities to learn well together. Pupils are polite, courteous and get along with each other well. At the time of the previous inspection, the number of exclusions and repeat exclusions was above average. Your work in improving behaviour since the previous inspection has clearly paid dividends because the number of exclusions has reduced dramatically. Parents and pupils agree that behaviour is good. Inspectors also asked the school to raise pupils’ attainment in reading, writing and mathematics at key stage 1. At the time of the previous inspection, pupils’ attainment in reading, writing and mathematics was below average. You have also had success in this area. The proportion of pupils, including disadvantaged pupils, achieving the expected standard in phonics at the end of Year 1 has improved considerably. As a result, an above-average proportion of pupils met the expected standard in 2018. In 2018, pupils’ attainment at the expected standard in reading, writing and mathematics was in line with the national average. The proportion of pupils achieving the greater depth standard in mathematics is also now in line with the national average. By the end of key stage 2, pupils achieved above other pupils nationally in reading, writing and mathematics. Although standards are improving, some pupils, particularly disadvantaged pupils and pupils with special educational needs and/or disabilities (SEND) at key stage 1, are not challenged well enough in lessons to enable them to achieve as well as they could. By the end of key stage 2, the gap between the progress and attainment of disadvantaged pupils compared to others closes and so they achieve as well as other pupils nationally. You have created a broad and balanced curriculum that meets the needs of pupils very well. The curriculum is enlivened through visits out of school and a wide range of after-school clubs, such as choir, yoga and football. Leaders and teachers have helped to broaden pupils’ experiences through, for example, visits to London and singing collaboratively with other schools at a regional concert. Governors know the school well. They have a good understanding of what the most pressing issues are at the school and what the school needs to do to develop further. Governors have worked well with the local authority to set challenging targets and ensure that standards improve. Governors keep their fingers on the pulse through their visits into school and are not afraid to challenge senior leaders. They have strengthened their impact by working with subject leaders to challenge them about the standards pupils reach. Parents are very supportive of the school and hold it in high regard. Leaders have very positive relationships with parents. One parent summed up the views of many, saying: ‘The school is led by a dedicated headteacher who does all she can to make sure the children are safe, happy and taught well.’ Parents have the opportunity to attend workshops to help support their children’s learning at home.