The leadership team has maintained the good quality of education in the school since the last inspection. You and the senior leadership team have established an inclusive and welcoming culture throughout the school. Central to the success of the school are the excellent relationships which exist between staff, pupils and their families. Pupils are valued as individuals and leaders have high aspirations. Families are well supported by leaders and staff. Parents and carers appreciate the ‘extra mile’ staff will go to ensure that children are safe, happy and thriving in school. They overwhelmingly agree that the school is an ‘amazing’ place for children to learn and succeed. A typical parental comment was, ‘The school provides sympathy, support and high-quality teaching well beyond anything I expected.’ Shortly after the previous inspection of the predecessor school in 2015, there was a period of turbulence within staffing at senior leadership level. This disrupted the pace of the school’s improvement during this time. Through your determined leadership, and with support from local governors and the trust, this period of change has been managed effectively. You have since forged a new, cohesive senior leadership team, with the appointment of a deputy headteacher, key stage 1 leader and special educational needs coordinator (SENCo). The strength and depth of leadership is excellent. Together, you and senior leaders have maintained the strengths identified at the predecessor school’s last inspection and are rapidly improving the quality of teaching, learning and assessment. By the end of key stage 2, attainment in reading, writing and mathematics is rising and most pupils make strong progress from their starting points. The quality of teaching and learning is typically good. Teaching is particularly strong in the early years and key stage 2. When teaching is stronger teachers have high expectations of what pupils can achieve and carefully match activities to the abilities and interests of children and pupils. They explain tasks well and ensure that pupils understand what they need to do to be successful. You have recognised that teaching is less effective in key stage 1 and are taking effective action to improve this. In this key stage, however, there are still some occasions when work is not suitably challenging in reading, writing and mathematics. You and other leaders ensure that the curriculum is broad and enriching. Pupils enjoy learning in subjects other than English and mathematics. Teachers make meaningful links between English, art and history. For example, pupils were observed writing eyewitness accounts based around the artwork ‘The Lady of Shalott’, while other pupils wrote about a visit to Creswell Craggs, where they learned about the Stone Age. Consequently, pupils make strong connections in their learning and effectively recall and record the knowledge and information they have been taught. The quality of most pupils’ work in subjects other than English and mathematics is excellent. Pupils are well behaved, polite and respectful. During the inspection, pupils were regularly seen greeting staff with a friendly ‘hello’ and often held doors open for adults and other pupils. Pupils learn together harmoniously in lessons and enjoy sharing ideas and discussing their work. A typical comment from pupils was, ‘Everyone in our school is a friend and we look after each other.’ The local governing body, together with the trust, is a cohesive and skilled team. They have a precise understanding of the school’s performance and conduct insightful visits to school to meet with leaders and to check on the progress of the school’s improvement priorities. They strongly challenge you and other senior leaders to ensure accountability. You value the support provided by both local governors and the trust. The use of ‘peer reviews’ across the trust has ensured that the school’s own self-evaluation is accurate and reliable. As an outcome of the predecessor school’s previous inspection, leaders were asked to improve pupils’ ability to solve word problems in mathematics. You and the senior leadership team have successfully addressed this area. The leader of mathematics has introduced a systematic and consistent approach to the teaching of mathematics, which effectively develops pupils’ fluency, problem-solving and reasoning skills. Evidence from pupils’ workbooks shows that pupils have many opportunities to apply their mathematical knowledge to solving problems. You were also asked to provide further opportunities to improve pupils’ skills in extended writing. Leaders have achieved this in most year groups, with some good examples of extended writing seen in key stage 2 pupils’ English and topic workbooks. Leaders have worked successfully to develop pupils’ use of ambitious vocabulary in their oracy work. However, some pupils still lack the stamina required to write at length and insufficiently apply the vocabulary they use verbally, in their writing.