You provide high-quality leadership. The pupils in the school have a wide range of abilities, including those who enter with skills well above that which would be expected and those who have profound and multiple learning difficulties. Many of the most vulnerable arrive part-way through their school career. Your constant drive and great enthusiasm have established a school in which all pupils are included and expected to achieve. Despite numerous staff changes, the leadership team has maintained the good quality of education in the school since the previous inspection. You have built on the areas of strength and addressed the points for improvement from the previous report. You and your staff habitually explore developments in education, weighing up and implementing improvements that have been effective elsewhere. Many of your current teachers are at an early stage in their teaching careers, and three are newly qualified. Ably assisted by your deputy, you provide strong support to these teachers, with clear expectations, regular feedback and training. Good practice is shared across the school. In responses to the Ofsted questionnaire, all staff strongly agreed that the school is well led. When visiting classes, we saw that the pupils had excellent attitudes towards their learning. They were closely engaged in their work, concentrating and contributing. The books we looked at showed that all year groups are making at least good progress. The most able pupils achieved particularly well last year in Year 6. Some of the current Year 6 pupils of all abilities showed me a range of pieces of work that they rightly felt had really challenged them. One said, ‘This school is going to be something we’ll remember for all our lives.’ Another confirmed, ‘It sets us up for the future.’ Leadership responsibilities are shared across the experienced teachers in the school. Due to staff changes, many leaders are new to their roles, including those responsible for literacy, pupil premium support and special educational needs. These leaders are well organised, enthusiastic and highly committed to raising achievement. You have ensured that they have developed good professional knowledge about their subject areas. As yet, they are less effective in getting a strategic overview through analysing data about pupils’ progress or monitoring the quality of learning directly. This makes it harder for them to identify priorities for improvement and to fine-tune what they are doing to make improvements. This is an area you identified for action when the changes of role became necessary. You have improved attendance for individual pupils with a history of persistent absence. You have funded a ‘family link partner’ who meets parents informally and supports them. All of the parents who responded to the questionnaire said that they would recommend the school to others. Parents feel that the school’s staff team is very approachable, and praise the steps it takes to welcome them by, for example, encouraging them to come in and eat lunch with their children. One spoke for many when they wrote about the school in saying that they ‘feel very privileged to be a part of it’. Safeguarding is effective. You and your staff at all levels demonstrate an absolute commitment to pupils’ wellbeing. You provide very effective early support for families, while working closely with external agencies when required. You keep detailed and high-quality records. Governors make sure that they listen to pupils and check any concerns that they may have, for example by talking to members of the school council. You have ensured that all safeguarding arrangements are fit for purpose. Almost all parents and pupils who responded to the questionnaires feel that children are safe in the school. Typical comments included parents saying that staff ‘genuinely care’ and that the school has been ‘extremely supportive and understanding’. I spoke about safety to pupils in all year groups. They all said that they felt safe and would feel confident about going to an adult if needed. They knew how to ensure each other’s safety and how the school acted to make sure hazards were overcome. They knew what bullying is, but all thought there was none. You have effectively reduced exclusions from the comparatively high level two years ago. You exclude only where it is essential and work closely to support the families and pupils involved. You are careful to follow up when children move to other schools to make sure the new school has received them and has the information it needs.