The leadership team has maintained the good quality of education in the school since the last inspection. You and your senior leaders have a very clear grasp of the strengths of the school as well as the areas targeted for further improvement. Your improvement plans are detailed and comprehensive, containing clear success criteria by which leaders at all levels can be held to account. Outcomes for pupils are consistently above average, but senior leaders remain ambitious and continually drive to enable pupils to achieve the best possible outcomes. You lead a school where all teachers and staff focus closely on the needs of each pupil. Teachers and teaching assistants take time to get to know each pupil individually. They know pupils’ interests and aptitudes well. This all contributes to a happy, inclusive school community where pupils flourish. Pupils are wholly positive about their school and enjoy the many learning opportunities on offer. They are full of praise for the staff who listen carefully to any problems or worries that pupils have and help resolve them. Pupils’ behaviour is excellent. In lessons they are diligent and show very positive attitudes to learning because learning interests them. Their consistently well-presented work bears testimony to this. Pupils are keen to talk about their learning and celebrate their various successes. The great majority of parents who expressed a view would recommend the school. All agree that their children are happy to come to school and are well behaved. Several parents that I spoke to were particularly complimentary about how staff know pupils well and how pupils are taught good manners. One parent spoke for many when saying: ‘My children feel valued by all the staff at the school. They feel they are recognised and known as individual personalities rather than simply another pupil. It has a wonderful family-friendly atmosphere.’ Teachers have strong subject knowledge that enables them to set high expectations and ask probing questions that make pupils think deeply. They explain new ideas clearly and check that pupils have understood before moving on. One pupil explained: ‘Adults are supportive and help you to develop and do your best. If you are struggling, they will help, but won’t just give you the right answer.’ Senior leaders have invested in equipping teaching assistants with the skills to help pupils find ways of overcoming difficulties in their learning. Pupils are developing independence and resilience as a result. At the previous inspection, you were asked to embed assessment systems so that teachers can be confident about how well pupils are doing and what they need to do next. The school’s assessment system has changed and developed over time to best suit the needs of the school. It gives leaders and teachers a clear picture of how well pupils are progressing through the curriculum, and enables them to set ambitious targets for pupils, including those on track for the higher standards. Teachers’ planning is sharply focused on helping pupils to reach these targets and to fill any identified gaps in learning. Inspectors also asked you to raise achievement in writing and mathematics at key stage 1, so that they match the high standards that pupils achieved in reading. Improvement in the teaching of mathematics has led to better outcomes across the school. The proportion of pupils attaining and exceeding the expected standard in mathematics was in line with that of reading and above the national average in 2018. However, there is still work to be done to enable more pupils to achieve the greater depth standard in writing. Safeguarding is effective. The leadership team has ensured that all safeguarding arrangements are fit for purpose. Staff have had the right training and advice to enable them to recognise, record and report concerns, however minor they might appear to be. All policies, procedures and protocols are detailed and rigorous. Pupils feel safe in school. They trust adults to look after them and deal with any worries that arise. The same friendly atmosphere in the classrooms is also seen on the playground. Pupils understand bullying well, including cyber bullying, but are very firm in saying that it does not happen at this school. They also understand the various hazards associated with being online, including dangers from hackers. Lessons and special assemblies reinforce the importance of responsible online behaviour. The curriculum also covers other aspects of staying safe, such as road safety and what to do if caught in a fire, enabling pupils to be aware of risks and how to stay out of harm’s way.