The leadership team has maintained the good quality of education in the school since the last inspection. You and the senior leaders have a precise understanding of the school’s strengths and the areas for further improvement. You achieve this through your regular checks on the quality of teaching and on the progress that pupils make, both in their learning and in their personal development. As a result, you know your pupils well. You quickly act when you identify any pupils who are not achieving as highly as they should to ensure that they receive effective support. Because of this, the proportion of pupils who attain at least the expected standard in reading, writing and mathematics is high in both key stages 1 and 2. In your commitment to improve the quality of the school’s provision further, you have ensured that your staff work closely with professionals in other schools. You understand the importance of allowing your staff to share best practice and to learn from the practice of others. You are also keen to adopt strategies that have succeeded in other schools, particularly in promoting the progress of your disadvantaged pupils. Working with other schools also ensures that your teachers have regular opportunities to check the accuracy of their assessment of pupils’ learning, including that of the children in the early years provision. This ensures that teachers quickly identify when pupils are not making good progress and put appropriate support into place. In response to the recommendation from the last inspection, your teachers now carefully plan activities to ensure that pupils make good progress. In each lesson, teachers set activities based upon three increasingly difficult challenges. This is particularly effective in ensuring that the most able pupils make at least good progress. These pupils are quick to complete the most challenging work and so move on to attain the higher standard in reading, writing and mathematics. However, not enough middle-prior-attaining pupils attain the higher standard, particularly in writing and mathematics. This is because they do not always move on quickly enough to complete the more challenging work that enables them to deepen their understanding. You have identified that there has been an increase in the number of pupils attending your school who speak English as an additional language. You recognise that these pupils require specific support to allow them to make rapid progress, particularly in developing their language skills. You have been quick to provide this support. This remains a key priority for your school. The pupils that I met said that they enjoy coming to school because the staff care for them well and make learning fun. Pupils engage well with their learning and are keen to receive the ‘star of the week’ award. Their positive attitudes to learning ensure that pupils behave well. Pupils said that incidents of poor behaviour, including bullying, are rare. The school records confirm this to be the case. Pupils said that, when any such incidents do occur, staff are quick to take effective action. Most parents and all staff who expressed a view agreed that this was the case. The many lunchtime activities that you provide for pupils are well attended. Pupils spoke enthusiastically of the diverse nature of these clubs, which include art clubs, sports clubs and a 60-piece orchestra. These clubs encourage pupils to develop their skills beyond the classroom and to grow in confidence. Consequently, pupils make strong progress in their personal development. Governors have a precise understanding of the school’s strengths and weaknesses due to their own regular and rigorous checks on the quality of the school’s provision. These checks focus sharply on what governors identify as aspects of the provision that are not yet strong enough. They enable governors to provide you and other leaders with high levels of challenge and support. Governors are equally rigorous in checking on their own effectiveness. They commissioned an external review of governance that has helped them to sharpen their practice even further. Governors are uncompromising in their ambition for the school, its staff and its pupils. Safeguarding is effective. Senior leaders take timely and effective action to support any pupils about whom they have a safeguarding concern. They work closely with parents and carers and a range of external agencies, to ensure that pupils receive appropriate support. This includes any local issues they identify that may affect their pupils’ well-being. You and other senior leaders have ensured that all safeguarding arrangements are fit for purpose.