The leadership team has maintained the good quality of education in the school since the last inspection. You have successfully strengthened the capacity of middle leaders since your appointment in September 2015. You and your leadership team are focused on continuous improvement through staff development so that the school’s vision of ‘Learning today to change tomorrow’ is realised fully. You articulate a clear vision of high expectation for all involved with the school. You know the school very well and are clear about its strengths and what needs to improve. For example, you know that standards in mathematics need to improve and assessment needs to be more precise. You understand that improvements such as these are necessary to enable all groups of pupils to make strong progress. Good practice is celebrated and shared, and partnerships with other schools help to identify where assessment, teaching and curriculum can be improved. You value the degree of challenge and support from governors, who possess a wide range of skills and professionalism. Good-quality governance helps ensure that leaders stay focused on the key issues. You have developed a staff team that shares your drive to enable pupils to become resilient learners. Current pupils’ achievement across the school is good because you have a clear understanding of what good learning looks like. Pupils say that teachers ask questions that help them to understand how to do things. One pupil said, ‘They don’t just tell you how to do things’, showing they enjoy discovering answers for themselves. Pupils engage well with their learning because they find work interesting and stimulating. As a result, their behaviour is good. They follow instructions carefully, pay avid attention to the teacher and work very well with each other. Since the last inspection, you have successfully improved the quality of the teaching of phonics and early reading in the early years and key stage 1. You have done this by improving the consistency of approach taken by staff in teaching letters and sounds. Assessment is used more effectively so that the teaching of phonics supports each child to make the best possible progress. This includes those pupils who have special educational needs and/or disabilities. As a result, the proportion of Year 1 pupils that met the expected standard in phonics in 2016 was above the national figure. Leaders and staff have created a welcoming school. Pupils enjoy their school experience and those who spoke to me said they always involve ‘new people’ in their playground games. Parents are highly supportive of the school’s work. Those who responded to the Parent View survey agreed that their children are happy in school, make good progress and are taught well. The majority of parents would recommend the school to others. At the beginning of the inspection, we agreed on the key lines of enquiry to be considered during the day. These included establishing the effectiveness of actions taken to raise pupils’ achievement in mathematics, the progress made by different groups of pupils across the school and the effectiveness of actions to reduce absence for pupils who have special educational needs and/or disabilities. We also considered whether safeguarding is effective. The findings from these lines of enquiry are reported below. Safeguarding is effective. A culture of safeguarding, safety and welfare is paramount throughout the school, showing that you and your staff take your responsibilities very seriously. All staff are well briefed on current policies in order to keep up to date with requirements. You have ensured that policy, practice and procedure meet all statutory requirements, including the safe recruitment of staff and volunteers. Leaders, along with the governing body, make sure these arrangements are robust. You ensure that all staff understand their responsibilities for reporting concerns. These are carefully recorded and followed up rigorously. You are assiduous in working with external agencies to ensure that vulnerable pupils and their families receive the support they need. Pupils report that they feel safe. They are happy and ‘really safe’ in school because they feel well supported. Pupils who spoke to me said they would readily talk to any member of staff if they had any worries. Parents who responded to the survey agree that the school keeps their children safe, makes sure pupils are well behaved and deals effectively with bullying.