The headteacher and the new staff team have turned the fortunes of this school around since the previous inspection. Pupils now achieve well. They are proud of their school and arrive each day eager to learn. Pupils follow the school’s Christian values of ‘hope, honesty and compassion’ through their actions, deeds and words. Leaders have high expectations of pupils academically, socially and emotionally. Pupils said that staff make the school a safe and happy place to learn. They make friends easily because they care about each other. At playtimes, pupils play happily with their friends in the playground. Pupils behave well. They are polite and well-mannered and provide a warm welcome to visitors to the school. Any arguments are quickly resolved. Pupils are confident that should any bullying occur, staff will make it stop. Pupils have a wide range of opportunities to broaden their experiences beyond the academic curriculum. Older pupils contribute to the life of the school through their roles as members of the school council and by taking on the roles of mental health champions. Parents and carers hold the school in the highest regard. Most would recommend the school to others. Parents typically commented: ‘This school has a warm, friendly atmosphere where children are valued and blossom academically.’ What does the school do well and what does it need to do better? The headteacher knows the school well. Together with other leaders, he has accurately pinpointed what the school does effectively and what needs to improve. Leaders have designed a curriculum which is ambitious for all pupils, including those with special educational needs and/or disabilities (SEND). Curriculum plans for some subjects have been successfully implemented and embedded across the school. The planning of these subjects is logical and gives teachers precise guidance about the knowledge that should be taught, and in what order, from the early years to Year 6. However, for a few subjects, the journey to full implementation is still a work in progress. Consequently, some pupils may not achieve as well as they should in these subjects. Leaders in some subjects monitor their areas of responsibility effectively. They make regular and detailed checks on curriculum plans and pupils’ work, and visit lessons. This helps these subject leaders to ensure that the intended curriculum is being taught. However, the monitoring of some other subjects is not as well developed. This is because a few aspects of the monitoring of these subjects were paused due to the restrictions of the COVID-19 pandemic.