The leadership team has maintained the good quality of education in the school since the last inspection. The overwhelmingly positive comments from parents and carers are testament to the success with which you lead the school and bring its vision and aims alive. You are ably supported by a strong senior leadership team, enthusiastic teaching staff and an experienced board of governors. You lead the school with vision and imagination. Since becoming headteacher 18 months ago, you have established a culture in which other leaders, staff and pupils are empowered to lead and learn. The school’s motto, ‘Inspiring all to learn, share and care’, is a clearly identifiable feature of its ethos. The same is true in relation to the culture of respect for diversity and equality, which prepares pupils well for life in modern Britain. When the school was last inspected, leaders were asked to ensure that the most able pupils were given work that got the best out of them. For the most part, this recommendation has been addressed well. Leaders ensure that from Reception to Year 6 the most able pupils are clearly identified and that opportunities to challenge them are built into every subject. You recognise, however, that there is still work to do to improve the achievement of the most able key stage 2 pupils in mathematics. In 2013, inspectors also asked leaders to develop the role of subject leaders. You have made considerable improvement in relation to this recommendation. All subject leaders are now given time to check the quality of teaching and learning in their subjects. They visit lessons, talk to pupils and review pupils’ work and teachers’ assessments. This allows these leaders to identify strengths and areas for development, for which they are held accountable. This development has strengthened the school’s capacity for further improvement. Parents are highly complimentary about the quality of education your school provides. In their comments, parents referred to learning being inspirational, exciting and tailored to their children’s individual needs. Pupils also spoke enthusiastically about their enjoyment of school. Pupils told me how much they like the project and investigative work that they undertake in many subjects. They spoke about how teachers use drama to help them explore ideas and sort out problems. Pupils also explained how proud they felt to have their writing and artwork exhibited in local festivals. Pupils particularly value being able to pursue aspects of work that capture their interest. In researching South America, for example, pupils who wanted to learn the Argentine tango were able to do so. All of this reflects well on your school’s drive to develop pupils as independent thinkers and learners. You have ensured that pupils continue to make good progress throughout the school since the previous inspection. Pupils’ attainment compares favourably to national averages from the early years to the end of key stage 2. Despite this, results from national tests in 2017 indicated that the amount of progress that pupils in Year 6 had made in mathematics was below the national average. Furthermore, you are aware that disadvantaged pupils do not achieve as well as other pupils at the school and nationally. You explained your commitment to diminishing these differences, as well as increasing the amount of progress that pupils make in mathematics in key stage 2. Throughout the school, there is a calm and purposeful atmosphere. You and your staff have high expectations of pupils’ behaviour and these are well met. All of the parents who completed the online survey consider that pupils behave well and most of the pupils I spoke to told me the same. You ensure that the curriculum provides pupils with a positive and informed understanding of diversity and equalities. Pupils recognise the importance of respecting and valuing difference and they understand why prejudiced behaviour, such as racist and homophobic name-calling, is wrong. Pupils talked about the school’s excellent response to some recent homophobic name-calling that had been picked up by a member of staff. Pupils say that they sometimes hear pupils use the word ‘gay’ inappropriately and occasional racist remarks. However, it was clear from my review of the school’s detailed behaviour records that pupils are not reporting such incidents. You agreed that pupils should be reminded of the importance of sharing incidents of this nature with staff. Governors are an experienced and committed team. They are proactive in undertaking training to ensure that they have the most up-to-date knowledge and skills needed for their roles. Governors are fervent in their expectations that every pupil should be stretched academically and equipped to deal with life’s challenges. Governors ask probing questions to check that their expectations are being met and to support leaders in their efforts to improve the school.