The leadership team has maintained the good quality of education in the school since the last inspection. You and your staff are committed to giving your pupils the best start in life. On your appointment, you rightly identified that academic outcomes, especially in the early years and key stage 1, were not high enough. Together with external consultants, you set about identifying precisely what needed to be done to improve outcomes for all groups of pupils. Since your appointment you have gained the respect of staff, parents and pupils. A clear direction has been set, with tight systems of accountability, to ensure that all groups of pupils make the progress that they should. Together with the leadership team, you have introduced efficient systems of planning to improve the quality of teaching across the year groups. A culture of reading permeates the school. All classrooms have attractive reading corners. Pupils say that they are delighted with all the new books in class libraries. This has had a very positive impact on their attitudes to reading. Together with governors and staff, you have ensured that the school’s selfevaluation is accurate and ties in closely with your current school development plan. Any identified areas for development are supported by whole-school training. Staff are clear how to use assessment information from school tests, and this has had a positive effect on the progress of all groups of pupils. You have set a very clear educational direction in the relevant improvements that you have made. Leaders at all levels understand their roles and responsibilities in bringing your clear vision for improvements in pupils’ outcomes into reality. The high standards you and your leaders have achieved in reading and mathematics and the recent improvements in writing mean that pupils are well prepared for the next stage of their education. Differences are also diminishing between the attainment of disadvantaged pupils and that of other pupils nationally. Parents and carers who responded to Parents View, Ofsted’s online questionnaire, expressed great satisfaction with the school. Parents who have children with special educational needs and/or disabilities (SEND) are delighted with the progress that their children make in learning and managing their behaviour. The parents I interviewed said that the school is the focal point of the community and that there are excellent working relationships with all staff. All parents said that they would recommend the school to another parent and that their children are safe and happy. Your pupils are polite, courteous and live up to your school’s Christian mission statement of: ‘Do unto others as you would have them do unto you.’ Pupils speak with pride about their school and the way that differences are respected. They value the many opportunities that they have to demonstrate leadership, such as being members of the active school council or as friendship buddies. Morale in the school is high because teachers see that, due to their hard work and your clear direction, standards are rising. You have successfully addressed most of the areas for improvement from the last inspection. The teaching of mathematics is now secure, resulting in Year 6 pupils’ attainment being above the national average. All groups of pupils now have a strong grasp of number bonds and multiplication tables. Pupils have opportunities to use their mathematical skills in different subjects, and problem-solving activities are linked to real-life experiences. Teachers’ knowledge of pupils’ starting points has improved and tasks are more frequently matched to their needs. Safeguarding is effective. Leaders ensure that all safeguarding arrangements are fit for purpose. Governors, several of whom have undertaken safer recruitment training, make sure that all the necessary safeguarding checks on staff are made and that all staff have up-to-date knowledge on keeping children safe in education. Governors also ensure that regular checks are made on risk assessments to keep children safe. Throughout the school, pupils’ well-being is paramount. Staff are vigilant. They know their pupils well and are attuned to spotting any potential problems. They take all concerns very seriously and pass on any worries to senior leaders, who ensure that these are followed up. Records relating to pupils who are vulnerable or at risk show well-documented details of discussions, actions taken, involvement of external agencies and resolutions achieved.