The leadership team has maintained the good quality of education in the school since the last inspection. Since becoming headteacher, first in an acting capacity and then substantively in March 2017, your passion for ensuring that pupils gain the best education possible has inspired members of staff to do the very best they can. Staff say that your trust and support has been instrumental in helping them to become more effective. They have every confidence in your leadership and praise the many opportunities you offer to them to develop professionally. All adults feel valued and work closely as a mutually supportive team. You have been particularly successful in developing subject leadership. Subject leaders have received appropriate training, so they can bring about improvements in their areas of responsibility. A key aspect of this training has centred on extending their expertise in evaluating the quality of teaching, pupils’ progress and the curriculum. As a result, subject leaders now confidently undertake regular scrutiny of pupils’ books and use this information to improve the curriculum further. Reports from subject leaders and your own regular monitoring of teaching and learning contribute to an accurate understanding of the school’s strengths and areas which require further development. Your use of external consultants to provide independent checks on the school’s work also adds to your in-depth knowledge of all aspects of school life. Your regular monitoring of pupils’ progress ensures that prompt action is taken for pupils in danger of falling behind, or those who require more support, so that they continue to make good gains. You deploy staff well to ensure that those pupils who need the most assistance receive it. You and the governing body work well together. You share the same aspirations for the school and you welcome the appropriate challenge and support governors provide. Most governors have been appointed since the previous inspection and are keen to be as effective as possible. They undertake training to sharpen their skills and seek external reassurance that the leaders’ evaluations are accurate and that they have identified the right priorities to improve further. The re-organisation of the committee structure is an example of how governors adapt their procedures after careful reflection. Their overview of the school’s work is based on wide-ranging knowledge. This is gained through regular visits where they talk to pupils, parents and staff, and through incisive questioning of school leaders. Governors carefully check that plans for improvement stay on track and make the desired difference to pupils’ learning. Your aim that pupils leave school being well rounded and ready for society is evident in the wide range of opportunities you provide for them. Pupils have many opportunities to take responsibility and contribute towards the richness of school life. For example, the school sports organising crew help pupils to check the outcome of their daily mile run, and the school council choose the reward for the winning house team each term. Pupils are fully engaged in developing the outdoor play areas and in supporting the school to gain plasticfree status. You and your team have largely addressed the issues for improvement identified at the last inspection. You were asked to move learning on more rapidly when pupils were ready for a new task. In most year groups this is evident in the strong progress seen in books and in the greater level of challenge to the most able pupils. You have identified that more needs to be done in some year groups, and action is being taken to deal with this. Safeguarding is effective. The leadership team have ensured that all safeguarding arrangements are fit for purpose. Suitable and stringent arrangements are in place to recruit staff. Staff training is up to date and regular reminders alert staff and give them confidence in responding to any concerns that may arise. You are persistent when you need to follow up safeguarding issues, and you work well with a range of different agencies so that pupils’ welfare is maintained. Pupils say they feel safe in school, and this is endorsed by nearly every parent. Pupils and adults have strong, trusting relationships. Trained peer mediators are in the playground and valued by pupils. Pupils know that they can use the worry box to raise concerns if they do not want to approach an adult directly. They also gain a very good understanding of how to keep themselves safe. For example, older pupils can learn how to give basic life support. Junior road safety officers help pupils to learn about crossing the road safely. Pupils understand well that there are dangers in using the internet and that there are actions they can take to keep themselves safe. The curriculum to support pupils’ health and emotional well-being is notable and includes opportunities to learn about relaxation, the importance of sleep and cooking healthy family meals.