The leadership team has maintained the good quality of education in the school since the last inspection. You have created a calm, welcoming ethos where staff support you very well in securing good outcomes for pupils. Parents agree that their children flourish in the very positive culture you have developed. At the previous inspection, you were challenged to raise attainment for disadvantaged pupils and those who have special educational needs and/or disabilities. You have made sure that the additional government funding for these pupils is used very well. There is strong additional support for these pupils to make good progress. You, and other leaders, check the work of these pupils very carefully and pinpoint what is required to make sure they learn well. Teachers take account of the needs of these pupils in their planning and support them well in their learning. As a result, standards are increasing for these pupils along with others. Very occasionally, teachers do not check the work of the lower-ability pupils swiftly enough and this can lead to variable progress at times. I was keen to find out how you were ensuring that teaching was consistently at its best as this was another area for improvement identified at the previous inspection. You, and your assistant headteachers, check teaching very carefully. You have identified good practice in school and made sure staff see it and adopt this strong practice. Staff are clear about your high expectations and are responding well to your advice and guidance. Your early years leader has made sure that children receive high-quality provision as she guides and supports her staff exceptionally well. In the early years, there is excellent provision to help children write well and link letters and sounds to spell accurately. In key stage 1, there is some variability in writing as English grammar, punctuation and spelling are not checked meticulously by teachers. Pupils are not consistently encouraged to redraft and improve their work. As requested at the previous inspection, your governors have clearly strengthened their understanding of national performance information. You have provided training sessions for them in how to interpret the information. Some governors are highly skilled in analysing information and you are challenged and supported very effectively to make sure the school continues to be good and improves. Governors are holding you and other leaders to account well for the work you do. More recently, you have focused on strengthening the quality of handwriting and introducing more challenging problems in mathematics. I found that the additional focus on handwriting, and writing at length, is helping pupils to present their work well and to produce more high-quality writing. Your leader of mathematics has sought out good practice from other schools and used the findings to strengthen problem solving and mathematical reasoning. Pupils’ work has improved quickly because staff have taken on the good advice and training from the subject leader. There is a good range of challenging tasks for pupils to solve and to think deeply about. However, pupils are not engaging with these tasks quickly enough and are spending too much time on work with which they are already confident. This limits the additional challenge that is required to make sure pupils reach the very highest standards. Safeguarding is effective. You and your leadership team have made sure that all safeguarding arrangements are fit for purpose. You have made sure that pupils, especially the most vulnerable, are well cared for. The school works closely and very effectively with parents and external agencies in the local authority to make sure children’s needs are met. You are tenacious in making sure that children are kept safe and external agencies respond appropriately to your requests. Safeguarding records are of high quality and clearly indicate the school’s commitment to keep all pupils safe. You provide a safeguarding pamphlet to all visitors and make sure they know its contents and report any concerns to you or another senior safeguarding leader. Parents and staff are unanimous in saying that children are well cared for and safe at school. Child protection training for staff means they are knowledgeable and up to date in terms of the most recent guidance and legislation. They are vigilant and know what to do should they have any concerns about children’s welfare. Governors make sure that all adults on the school site are checked to confirm they are fit to work with children and the school’s central register is well kept.