The leadership team has maintained the good quality of education in the school since the last inspection. Since your appointment, in September 2015, you have tackled fluctuations in pupils’ progress that have arisen. Your thorough selfevaluation and comparisons of pupils’ achievements against national averages provide you with an accurate understanding of the school’s effectiveness. Improving the quality of teaching and accelerating pupils’ progress are at the heart of the school’s work. The clear and well-structured school improvement plan sets out key priorities for action. You and the governing body check the effectiveness of the actions you take. You measure your success against the ambitious targets you set. The governing body is effective in its role and governors provide an appropriate level of support and challenge to you and other staff. Pupils across the school make good progress. Some pupils, however, are capable of making even faster progress to reach higher standards. Their attainment is broadly average. However, in 2016 pupils’ progress in key stage 2 reading fell below the coasting school standard. You have taken quick action to rectify this. Pupils’ progress in reading is accelerating again. In 2017, pupils’ progress at the end of key stage 2 in reading, writing and mathematics was above the coasting school standards again. Pupils behave well. They are polite, caring and happy. Pupils show a great deal of respect for adults and for each other. You have created a learning environment which is calm and purposeful. Pupils work and play together in harmony. You provide pupils with a broad range of subjects that they enjoy. Extra-curricular activities provide opportunities for pupils to engage in other interests they may have. These include singing groups and music lessons. There are also faith-based clubs and many sports-based activities. You have continued to improve the quality of teaching across the school. This is especially true where changes in staff have occurred. Teachers make learning interesting for the pupils. They use high-quality questioning to check pupils’ understanding and to make them think hard. Leaders are making better use of a new assessment system to check and record pupils’ progress. Staff know individual pupils well and identify when they do not make the progress they should. Focused discussions between leaders and teachers are central in identifying targeted support to fill gaps in pupils’ learning. Since your appointment, you have focused on addressing the areas for improvement identified at the last inspection. Teachers provide opportunities for pupils to develop the skills they need to successfully organise their learning. Clearly explained success criteria enable pupils to aim for, and reach, higher standards in their work. Although the number of pupils who reach a greater depth in their learning is increasing, you know that it is not as high as it could be across all year groups or in some subjects. This is especially true for the most able pupils in mathematics in key stage 2. You also recognise that pupils in key stage 1 do not sustain the rapid progress they make in reading in the early years. Furthermore, you acknowledge that sometimes teaching assistants and other adults do not provide sufficient support to pupils who need their help to catch up. Safeguarding is effective. You have ensured that all safeguarding arrangements are fit for purpose. The administration of safeguarding and safety-related matters is efficient. As the designated teacher for child protection and safeguarding, you follow up concerns and make referrals in a timely manner. You have created strong relationships between the school, external agencies and the local authority. Staff have a thorough understanding of safeguarding matters. Up-to-date policies and regular training provide staff with the knowledge and skills they need to follow up any concerns they may have. Staff are vigilant in their daily routines. Pupils said that they feel safe at school. They said that there is always someone they can talk with. The school’s curriculum helps pupils to develop a good understanding of how to keep themselves safe. For example, pupils spoke confidently about how they should keep themselves safe when using technology. Almost all parents, through Ofsted’s online survey, Parent View, agree that their children are safe and well looked after.