The leadership team has maintained the good quality of education in the school since the last inspection. During this time, there have been several changes of staff and changes to the leadership structure of the school. Since your appointment as headteacher in April 2016, you have created an effective team of leaders who have a good understanding of the school’s strengths and areas to develop. Staff and leaders work effectively together to share best practice and improve the quality of teaching and learning. The school is a very friendly and welcoming place to learn. Pupils are confident and behave well. They enjoy coming to school, get on well together and have positive attitudes to learning. The majority of parents and carers are extremely supportive of the school. They speak highly of the quality of education and the care their children receive. For example, a typical parental comment was, ‘I am so grateful that my child is taught and looked after by such a talented and hardworking team of staff.’ Relationships between adults and pupils are good. Staff plan a rich variety of learning opportunities to inspire pupils to learn across different aspects of the curriculum. Pupils are respectful, pay close attention in lessons and are enthusiastic learners. For example, Year 6 pupils excitedly described to me how their frozen kingdom topic had enabled them to explore the properties of water. They then used their knowledge to investigate the reasons for the sinking of the Titanic and considered why so many of the lifeboats sank. At the previous inspection of the predecessor school, leaders were asked to improve the achievement and increase the attendance of disadvantaged pupils. School leaders reviewed their strategy for the use of additional funding for disadvantaged pupils to ensure that it was used effectively to improve pupils’ outcomes. Scrutiny of pupils’ work across the school and in different subjects indicates that disadvantaged pupils are making similar progress to their in-school peers, and sometimes better. Leaders work closely with vulnerable families to ensure good attendance. Attendance, including that of disadvantaged pupils, is in line with national averages. Leaders were also asked to improve achievement in writing. Pupils are enthusiastic writers. Through my scrutiny of pupils’ books, I could see that teachers now provide pupils with ample opportunities to write across different subjects and to practise their skills when writing for different purposes. Nevertheless, pupils, particularly the most able, are not consistently challenged to do the very best they can because their spelling, punctuation and grammar skills are not as well developed as they could be. Members of the Infinity Academy Trust and the local advisory board provide senior leaders with effective support and challenge. They visit school often, are knowledgeable, and regularly check the actions taken by leaders to secure improvements. They demonstrate a good understanding of the community which the school serves, and place high priority on ensuring the safety and well-being of all pupils and their families. Governors and trustees understand their responsibility for monitoring the use of additional funding, for example the pupil premium. They receive regular and detailed reports on the impact of this funding on pupils’ progress and attainment. Safeguarding is effective. School leaders have created a strong culture of safeguarding within the school. They ensure that all safeguarding arrangements are fit for purpose. Staff and governors keep up to date with training. They know what to do to keep pupils safe. The appointment of a full-time family welfare officer, who is also a leader for safeguarding, ensures that the needs of vulnerable pupils are met swiftly and effectively. Leaders are tenacious and take decisive action to secure pupils’ wellbeing. Pupils are safe and happy in school. They say that incidents of bullying or poor behaviour are rare, but when they do occur staff deal with them fairly and promptly. Pupils feel well cared for by staff. When I asked a group of pupils to tell me what the best thing about their school was, they were unanimous that it was their teachers, because, typically, they said, ‘they are friendly and make learning fun’. The school’s curriculum supports pupils’ understanding of how to stay safe in different situations. For example, they are taught about how to keep themselves safe when crossing the road and when using social media, and to be aware of the dangers from strangers. Pupils say they are confident to talk to adults in school if they have any concerns or worries.