The leadership team has maintained the good quality of education in the school since the last inspection. You, together with governors, are addressing the recent dip in pupils’ standards by the end of Year 6. You have improved the quality of teaching and you are strengthening the curriculum. You act well upon external advice in order to maintain continued improvement. Governors are committed to moving the school forward and have established strong links with school leaders. Your school is a welcoming and attractive place where pupils’ personal and academic achievements are celebrated. This is valued by parents and carers, as typified by this parental comment, ‘My children make good progress academically and get many opportunities that enhance their learning.’ Staff motivate pupils to learn through interesting tasks and topics. For example, during my visit, pupils in the Year 3 and 4 class explained to me how their learning about medieval times inspired them to write and find out more. Work in books shows that pupils write for a range of purposes and staff focus on improving grammar, punctuation and spelling. In all the classes we visited together there was a buzz of activity as pupils busily engaged in their learning. You and your staff make sure that pupils are interested in reading. You have established an attractive library area and offer a good range of reading material. When I listened to pupils read, they told me they like reading and they read frequently. They used their knowledge about phonics to tackle new words and they were able to explain the plot and the characters’ actions. You are now working on increasing pupils’ understanding and interpretation of what they read so that a greater proportion of pupils develop higher-level reading skills. Your evaluation of the effectiveness of the mathematics curriculum has led to the introduction of a new whole-school approach, with a much greater focus on developing pupils’ reasoning skills. When we visited classes together, we saw this in action as pupils applied what they knew to solve problems. This approach is speeding up pupils’ progress. However, it is too new to yet see the full impact on pupils’ attainment overall. You and your staff check the progress pupils make frequently. You use the information to decide which pupils need extra help to catch up and which pupils could do better. You look at pupils’ books to ensure that the work is neither too hard nor too easy. One of your main priorities currently is to ensure that the most able pupils continue to build upon the good gains they make in key stage 1 as they move through key stage 2. Since the previous inspection, you have increased the opportunities for staff to share expertise with each other and with staff from other schools. This helps to develop teaching skills and to ensure that the assessment of pupils’ work is accurate. Within school, you make good use of staff to help pupils who need to catch up. After a time of some staffing changes, you are now developing more fully the leadership roles of those responsible for English and mathematics. Also, since the previous inspection, you have developed the curriculum, enhanced by trips to outside locations and visitors to the school, to widen pupils’ understanding of others beyond the school community and to promote important values of respect and tolerance. Safeguarding is effective. You, your staff and governors work together to keep pupils safe and ensure that the school’s systems and safeguarding arrangements are fit for purpose. You keep detailed records of any child protection concerns and work with external agencies to resolve any issues that may arise. Staff are well informed about the school’s systems and know how to report any worries they may have about pupils’ welfare. The systems to check the suitability of adults who work with pupils are thorough. Pupils say they feel safe in school and parents agree. Leaders make sure that the curriculum helps pupils to understand how to keep themselves safe in school and the wider environment. Regular anti-bullying and e-safety learning raises the pupils’ awareness of the different forms that bullying may take. Visitors to the school, such as the NSPCC and the Stay Safe partnership, provide extra guidance to pupils.