The leadership team has maintained the good quality of education in the school since the last inspection. Senior leaders are particularly effective and respected by parents, pupils and staff. You have an accurate, reflective and honest view of the school’s strengths and priorities. Over time, you have acted swiftly and effectively to tackle staff underperformance. Your new middle leaders know the school well. They have clear plans to improve the outcomes for the most able pupils in mathematics and English even further. However, it is too soon to fully see the impact of their actions. Your school values are clearly evident in everyday school life. Teachers are calm, clear and courteous towards pupils, which leads to excellent behaviour in the classrooms and around the school. One parent wrote on Parent View, Ofsted’s online survey, that you are ‘an amazing leader, generating great enthusiasm and loyalty among the staff and children’. Others praised teaching and support staff, telling me that they feel that staff ‘make the children feel valued; they have time to listen and encourage the children to push themselves in a comfortable environment’. At the time of the last inspection, you were asked to ensure that pupils achieve as well in reading as they do in writing. In 2017, pupils made good progress by the end of key stage 2 in both reading and writing. The proportion of children who achieve a good level of development by the end of the Reception Year is consistently above the national average. In July 2017, at the end of key stage 1, the proportion of pupils who achieved at the expected standard in reading increased to well above the national average. Classroom visits showed the school to be a welcoming and happy place. Pupils enjoy coming to school. Pupils in Year 2 were seen working well together to improve their metaphorical language. In Year 4, pupils were enthusiastically appraising their partner’s poetry. Year 6 pupils talked excitedly about their woodland lesson in the school’s grounds and told me that they thoroughly enjoy opportunities to ‘be adventurous while learning’. Parents have very high regard for the work of the school. Almost all parents who responded to Parent View would recommend the school. The wealth of positive comments received show that parents value the culture of the school and their relationships with staff and school leaders. Governors know the school well. They regularly update their understanding of the school’s strengths and weaknesses by asking searching questions of leaders. Safeguarding is effective. Safeguarding procedures are fit for purpose. Records are detailed and of a high quality. A strong culture of safeguarding resonates throughout the school. Leaders maintain a safe and secure environment in which pupils can flourish and learn. Designated safeguarding leaders liaise effectively with external agencies in the best interests of pupils. Leaders log their actions and communication with outside agencies diligently. Leaders ensure that training for all staff is regularly updated to fully meet the needs of the school. Adults spoken to during the inspection were clear about what they should do if they have any concerns about pupils’ welfare. Pupils receive and understand advice about staying safe in different situations. These include, for example, the risks associated with being online. Bullying incidents are rare, but pupils are confident that, when they do happen, they are dealt with well by teachers. Pupils say that they feel safe and that they have trusted adults in school. All parents and staff who responded to online surveys feel that pupils are safe. Inspection findings During this inspection I looked at how effectively you addressed the dip in results of the phonics screening check in 2017, the progress that pupils make from their starting points in writing across the school, the progress that the most able pupils make in English and mathematics and leaders’ systems to track the impact of additional funding for disadvantaged pupils and for pupils who have special educational needs (SEN) and/or disabilities.