The leadership team has maintained the good quality of education in the school since the last inspection. Your high expectations, clear vision and sharp evaluation of strengths and weaknesses have galvanised staff and governors to work together effectively. There have been changes in the leadership team and you have appointed talented new leaders who have driven rapid and sustained improvement in school systems. For example, you have established robust methods for ensuring consistency and quality in teaching and assessment. These actions have significantly improved the achievement of current pupils. Your sharpening of accountability places the school in a strong position to further increase the pace of these improvements. Pupils enjoy learning and their time at school. One pupil said, ‘Learning is fun here.’ They work with sustained concentration and good application. Pupils are keen to achieve highly. They welcome the frequent and specific guidance from teachers that they say is very helpful. Pupils act promptly and methodically on this support and, as a result, improve their work successfully. Most parents and carers are happy with the education provided for their children. Parents say that the school provides a positive environment for their children to learn well. They are particularly positive about the support that is offered to their children. Parents told me that the school staff are approachable, friendly and communicate information clearly. One parent said: ‘The school has a very warm and friendly atmosphere and my daughter loves going in every morning and comes out happy and confident in the afternoon.’ At the last inspection, the school was asked to make better use of the information collected from assessments to improve pupils’ achievement. Teachers and support staff use achievement information effectively. This ensures that learning opportunities usually stretch pupils’ thinking. Leaders were also asked to help boys who were having difficulty learning to read to make faster progress. Boys now make good progress in reading. Phonics teaching for younger pupils is effective and older pupils analyse complex texts accurately with timely and good support from staff. The school was asked to raise attendance so that it is at least in line with the national average. Pupils’ attendance is close to the national average because leaders challenge low attendance firmly. The school supports parents to ensure that pupils come to school regularly. However, you are aware that attendance is still too low for some pupils and it remains a priority for the school. Governors have taken decisive action to know the school and its processes well. They monitor pupils’ achievement closely and follow up carefully on areas identified in the school improvement plan. Governors are developing a good level of skills to enable them to challenge with rigour. They hold specific leaders to account stringently for the impact of their actions on outcomes, particularly for disadvantaged pupils. A firm priority for the school is to increase the level of challenge in some writing tasks. Senior leaders know that there is more scope to develop pupils’ writing skills in a broader range of curriculum subjects. Inspection evidence also showed that there is a need to raise attendance as it remains too low for some pupils. This means that they do not achieve as well as they could. Safeguarding is effective. You have created a positive culture for safeguarding in which pupils can talk freely and openly to staff about any problems they may face. The staff work hard and well to develop positive relationships to further promote a safe and secure environment. Staff know how to communicate and respond to any concerns that they may have about a pupil’s welfare. This is because they are well trained and frequently updated on the latest guidance and individual pupils’ circumstances. Leaders manage safeguarding cases proactively and liaise appropriately with parents and outside agencies. Records of action are detailed and of high quality. Governors use their expertise in safeguarding well. They regularly check the effectiveness of safeguarding procedures and that staff training is effective. Governors check that the curriculum provides many opportunities to support pupils in knowing how to keep themselves safe. Consequently, pupils talk confidently about how to stay safe, for example when they are online or crossing the road. Pupils say that they feel safe, well looked after and listened to in school. They say that bullying is rare and that they help each other to sort out more minor friendship problems. Pupils are confident that staff would deal effectively with any bullying or poor behaviour that did occur.