The leadership team has maintained the good quality of education in the school since the last inspection. Speaking with staff, parents and carers, it became clear how well staff know each child, both as a pupil and as an individual. Parents told me that staff ‘go the extra mile’ in meeting pupils’ needs. Inspection evidence confirms this view. You welcome pupils into the school at times other than the normal points of transfer. Staff then overcome any obstacles to learning so that new arrivals can focus on their studies and begin to make academic progress. Teachers use their detailed knowledge of what pupils can already do to plan work that provides a suitable level of challenge. You have dealt with the recommendations made at the time of your previous inspection. Weaknesses in teaching have been addressed. Funds to support disadvantaged pupils are now used effectively to ensure better progress for these pupils. Teachers set high expectations in the classroom. Work is well paced and tasks are ambitious. Teachers and pupils show a good understanding of subject-specific vocabulary and use terms appropriately. For example, in a Year 5 class, pupils talked with confidence about the wide range of techniques through which writers could enhance their descriptions. Teaching assistants make a skilful contribution to pupils’ learning, often leading extended sessions for particular groups at the direction of the class teacher. Leaders check regularly on the quality of teaching and, during our observations, leaders were able to point to the improvements that teachers have made in response to the feedback they had been given. Leaders’ views on the teaching that we observed accorded well with mine. Pupils respond very well to the tasks that they are set. In the lessons we observed, their behaviour was of the highest order. In the early years, staff work very effectively to engage the children’s interest and ensure that they sustain their concentration. Almost all the workbooks that I scrutinised were well presented. Pupils told me that they appreciated the school’s rewards for good work and behaviour. They said that during breaktimes they play happily together. There is a good range of equipment on the playground for pupils to enjoy. Pupils’ attendance is above the national average. According to provisional information, attainment at the end of key stage 2 improved markedly in 2018. In general, however, pupils’ achievement in recent years has been rather lacklustre. You have responded by adopting commercial schemes to support teachers’ planning. Leaders have implemented and supported these curriculum changes in a considered way. The school’s achievement information and our scrutiny of pupils’ workbooks showed that, overall, current pupils make strong progress in English and mathematics, and they achieve well in other subjects too. Leaders encourage staff to learn from each other and to use each other’s strengths in planning the curriculum. Staff have made occasional visits to other schools to check on the judgements they make about pupils’ work and to look at different approaches to teaching. The school has recently entered into a soft federation with the secondary school in the town and two other local primary schools. This is an arrangement through which a school retains its own unique identity but benefits from supportive collaboration with partner schools. Leaders and governors understand the opportunities that the federation offers for learning more extensively from best practice, and are looking to develop opportunities to learn from, and contribute to, the work of the federated schools. Assessment is a strength of the school. Leaders monitor pupils’ achievement closely and frequently. They check on the progress of groups of pupils, such as disadvantaged pupils, boys and girls. Leaders use the information to identify those pupils who are at risk of falling behind, and to plan further support. Pupils benefit from the detailed feedback that they receive, both from their teachers and from their peers. Staff work very effectively with parents to engage their help in supporting their children’s learning. In the early years, parents frequently contribute their observations of what children have learned at home to children’s learning journeys. Older pupils’ reading records show that pupils read regularly to family members. Leaders invite parents into school to explain how teachers approach a particular topic. The school’s website displays up-to-date information about what pupils are learning, and explains how parents can help. You wisely recognise that not all parents have the same opportunities to contribute to their children’s learning and you support these parents where possible.