The leadership team has maintained the good quality of education in the school since the last inspection. You took on the role of executive headteacher in February 2016 and appointed a new deputy headteacher who started in September 2016. You have responded quickly to improve the quality of teaching and to raise pupils’ achievement. Stubbings Infant School is a small school where the progress and attainment of each pupil have a significant impact on the overall assessment information. In 2015, pupils attained levels that were above national averages in reading, but broadly in line in writing and mathematics. In 2016, a high proportion of pupils achieved the expected level in the Year 1 phonics screening check, and the number of children achieving a good level of development in the early years was well above the national average. However, you and your governors recognised that pupils in key stage 1 did not achieve well enough in 2016. Overall, pupils entered the key stage with levels of development below those typically seen. Nevertheless, you have taken urgent action to make sure that pupils who are currently in the school have made much better progress through key stage 1. At the previous inspection, school leaders were challenged to improve the use of assessment. Alongside your deputy, you have insisted that all staff have higher expectations of what pupils will achieve. You swiftly introduced more rigorous assessment processes, backing this up with more frequent checks on the quality of learning demonstrated both in lessons and in pupils’ books. You have ensured that staff are suitably trained and skilled to deliver the demands of the new curriculum. You and your governors have used the skills of external consultants to good effect so that teachers are consistently delivering lessons that are pitched at the right level, extending and challenging pupils. The cumulative impact of this work has been to improve the quality of teaching across the school so that, this year, teaching is leading to much improved learning by all groups of pupils. Leaders were also asked to increase the attainment of higher-attaining pupils. You have rapidly improved the quality of teaching and learning in mathematics through participation in the ‘maths hub’. Pupils’ learning in mathematics lessons is impressive. Pupils in Years 1 and 2 concentrate for extended periods because teachers’ planning and resourcing of lessons are careful and accurate, enabling pupils to immerse themselves in the learning. The most able pupils quickly apply themselves to solving problems, applying reasoning skills with confidence. Pupils are enthusiastic and confident readers because teachers choose texts that present challenge and ensure interest. In Year 2, the most able were reading ‘James and the Giant Peach’ fluently and with understanding. Teachers’ assessment and pupils’ responses to the texts show that higher numbers are working at greater depth in reading than seen nationally. Senior leaders are delivering additional writing lessons to provide the stretch and challenge the most able pupils need. Early signs are that pupils are responding well and beginning to write using more complex grammar, punctuation and vocabulary. However, fewer pupils are attaining greater depth in writing than in reading and mathematics. Safeguarding is effective. You and your governors have ensured that safeguarding policies and procedures are regularly reviewed and underpin safe practices. Record-keeping is detailed and up to date. You have effectively assessed the risks presented by occupying a challenging site and take appropriate steps to keep pupils safe. The school works successfully with parents and carers, external agencies in the local authority and health professionals to make sure that children’s needs are met well. You and your staff take particular care to meet the needs of pupils who are facing emotional challenges. Staff have built up specific skills that enable you to support pupils who have been adopted, helping them feel secure and happy in school. You recognised that attendance needed to improve, and quickly employed the skills of an education welfare officer to support your efforts to improve boys’ attendance in particular. This is paying off. Attendance overall is now slightly above national averages for all groups of pupils. Inspection findings Many children arrive at Stubbings Infant School in the year in which they are three. A flexible offer is in place, so some children take up their full entitlement to pre-school education, while other children attend for only a morning each week.