The leadership team has maintained the good quality of education in the school since the last inspection. You have created an inclusive, supportive and nurturing environment where every pupil is valued. Pupils are kind, considerate and respectful of diversity. Teachers and staff support pupils’ needs very well because they take the time to understand their specific needs. Pupils who have special educational needs and/or disabilities are given extra support by well-trained staff who have positive relationships with them. Pupils behave well in lessons. You have created a purposeful environment where pupils are able to develop their confidence and build on their self-esteem. Pupils spoke positively about the ‘sports crew’ and how this has improved sports activities in the school. They also said that sporting activities are important so that pupils are able to understand the importance of determination, self-belief and respect. Since the last inspection, leaders have ensured that teachers extend pupils’ thinking and set more challenging tasks. This is particularly evident in mathematics lessons where pupils are set challenges so that they have opportunities to deepen their understanding. You and the mathematics leader have also ensured that there is better provision of practical resources to develop pupils’ understanding of new mathematical ideas. In mathematics lessons, pupils have opportunities to test out their ideas and apply their knowledge using a range of resources. For example, in one lesson, pupils were using different containers to estimate capacity as well as to convert measures. You acknowledge that the proportion of pupils achieving a greater depth in mathematics is not yet in line with national expectations. Leaders have organised opportunities for teachers to share their expertise in school and hence increase the proportion of outstanding teaching. Teachers observe lessons and receive training to improve their practice. In addition, teachers in the infant and junior schools jointly check on pupils’ assessments to ensure that they are accurate before pupils transfer to the junior school. Consequently, links between the infant and junior schools have been developed to ensure that pupils have a smooth transition in their learning between key stages 1 and 2. You acknowledge that there is further work to be done to ensure that the school’s recent work on developing the mathematics curriculum is extended further. You note that there needs to be greater consistency on the teaching of problem-solving and reasoning skills so that pupils deepen their understanding. You have recognised the need for pupils to develop their reading and writing skills. You and the teachers have recently developed the English curriculum so that class learning stems from a class novel. You know that this has increased pupil engagement and improved the quality of writing in the school. During the inspection, I listened to pupils read and found that not all pupils are having enough opportunities to practise their reading skills in school. Consequently, not all pupils are as fluent with their reading skills as they could be and need support to develop their comprehension skills further. You acknowledge that more time is needed for this new approach to impact on pupils’ achievements in reading. You also acknowledged that work in pupils’ workbooks is not always presented to the highest standard. Consequently, pupils do not organise their work as well as they could so that they avoid making unnecessary errors in their work. Safeguarding is effective. The headteachers and staff have good partnerships with parents, carers and external agencies. This has helped to ensure that pupils are supported and kept safe. Safeguarding training for staff and governors is up to date and governors make thorough checks on all safeguarding practices. The governing body carry out regular safeguarding audits. Staff know precisely what to do in the event of a safeguarding concern and have all of the information and guidance they need to provide excellent support for pupils in their care. High-quality detailed records show that you manage concerns swiftly and understand the procedures for referring pupils where there is a concern. You are prompt and vigilant in garnering further support by approaching the appropriate external agency. Regular meetings take place to review the needs of pupils to ensure that they continue to receive appropriate support from the school and external agencies.