The leadership team has maintained the good quality of education in the school since the last inspection. Your school is now a vibrant and cheerful place to work and learn. Pupils’ progress is rapid and the quality of education for those currently at the school is good. Prior to September 2015, this was not always the case. Your continued determination, perseverance and tenacious approach is the key reason that the school remains good. Pupils’ progress has increased markedly and they are receiving a good quality of education. You have successfully addressed the legacy of underachievement caused by a decline in the quality of teaching. Current governors are committed to improving the school’s performance further. They hold you and other leaders to account rigorously and play a critical role in monitoring the school’s performance. Leaders have a very accurate view of the school’s strengths and areas to improve. The school’s capacity to improve is strong. As a result, outcomes for current pupils have significantly improved and they make good progress across all year groups. All involved in the school hold an uncompromising drive and resolve to provide the very best education for each pupil. The changes you have made to leadership and governance have undoubtedly resulted in much stronger performance than in 2015. You now have the right leaders in the right positions. You and your new team are moving forward confidently in pursuit of further improvements in the quality of teaching and pupils’ outcomes. All those spoken to during the inspection understand that, above all else, you must now maintain the momentum and rigour shown in the last four terms to ensure that the new ways of working that you have introduced have maximum impact going forward. Your root and branch review of leadership and what went wrong following the dip in pupils’ performance in 2015 provided a ‘watershed moment’. Pupils’ progress and performance were at odds with the typically good rates that they are now making in your school. You and your leadership team have implemented the fundamental systems and processes needed to quickly address the issues and raise the overall quality of teaching and learning. Clearer lines of accountability ensure that senior leaders are able to exert greater influence over the quality of teaching. Work in pupils’ books indicates that their current progress is at least good; it is sometimes better than this for disadvantaged pupils. However, while the improvements in pupils’ learning across the school provide tangible evidence of your success, they have not yet led to improvements in published results. Safeguarding is effective. All involved in the school community are committed to keeping pupils safe. You make sure that all necessary checks are made to confirm that those who wish to work with children are suitable. Training for safeguarding and child protection is up to date, regular and welcomed, enabling staff and governors to fully discharge their duties. You ensure that more staff than necessary are trained, illustrating your deep commitment to this aspect of the school’s work. Pupils and parents are confident that issues are followed up. Pupils are knowledgeable about matters of safety through activities planned in the curriculum. For example, routine activities such as reading Fireman Sam stories are used well to reinforce aspects of fire safety. Your strong emphasis on pupils’ personal development promotes their positive behaviour, with respect and courtesy as the norm. De-escalation strategies are emphasised through your anti-bullying and behaviour approaches. Effective links are evident with outside agencies to cater for vulnerable pupils from the very youngest age. All staff are aware of the procedures for passing on concerns via the ‘green form’. You ensure that all are aware and happy that actions are appropriate and completed adequately in the way you report back to adults following referrals. Your strong commitment to pupils’ safety is demonstrated through your plans and work on ‘the digital curriculum’. Your engagement with staff, pupils, parents and governors has significantly enhanced this area. Overall, the leadership team has ensured that all safeguarding arrangements are fit for purpose and of a high quality. Inspection findings During this inspection, together we focused on how well lower-ability pupils were being supported in their reading. We also examined how well middle-ability pupils were being challenged in their writing. In addition, we explored the expectations being set for disadvantaged pupils and how well the good start children receive in the early years was being built upon as they moved through the school.