The leadership team has maintained the good quality of education in the school since the last inspection. Since the transition to a new leadership team in September 2017, you have ensured that leaders communicate a clear vision for bringing about continuous improvement. High expectations and aspirations for pupils are clear and are reflected in the school’s long-term priorities. Leaders’ dayto-day work promotes the school’s strong sense of community. You and the rest of the leadership team have established an inclusive school environment that is welcoming to everyone. Pupils have only good things to say about the school. Their enjoyment is evident in their high rates of attendance. Pupils are kind to each other, courteous to adults and proud to share their learning experiences with visitors. They enjoy celebrating their own and each other’s successes. Pupils say adults listen to them and value their opinion. As one pupil explained, adults ‘treat us all respectfully’. Parents and carers are equally positive. They are very complimentary of the school’s leadership and they value the frequent opportunities to discuss any issues with teachers. One parent stated simply, ‘My child loves coming to school every day.’ Leaders have an accurate understanding of the school’s strengths and are far from complacent. They readily highlight areas of weaknesses; for example, they know pupils did not achieve well enough in the Year 1 phonics screening check in 2018. Leaders’ plans for improvement are well structured and focus on securing good progress for all pupils, particularly with their reading. With the support of senior leaders, middle leaders are increasingly skilled at monitoring their areas of responsibility and providing teachers with appropriate support to improve their practice. Staff are overwhelmingly positive about working at the school. They say the school is well led and they feel motivated, supported and respected. Leaders plan an engaging curriculum that draws on pupils’ interests. Pupils enjoy learning different topics, such as ‘How do we hear?’ or ‘Tragic Titanic’. Leaders enrich pupils’ learning effectively with a range of outdoor experiences and visits. Similarly, leaders ensure that spiritual, moral, social and cultural themes permeate the curriculum, underpinned by the school’s distinctive values. For example, during an assembly I observed, pupils reflected on how they could be generous with their time to help others. Pupils appreciate people who come from a diverse range of cultures and faiths. For instance, during the inspection Year 1 pupils were learning about Diwali, while ongoing links with European schools help pupils to appreciate different ways of life. Pupils are well prepared for life in modern Britain. Pupils are eager workers and behave well. They listen carefully, follow instructions and try their best. Pupils say teachers implement the school’s ‘good to be green’ behaviour policy consistently and fairly. Pupils are keen to contribute to the school. They enjoy leadership responsibilities, including being a member of the ‘sports crew’ or arranging for members of the local community to join in with school activities. Pupils know the importance of being fit and healthy. Older pupils readily complete the mile-a-day challenge and they have all been trained in basic first aid. These opportunities successfully promote pupils’ personal development and welfare. The governing body is well informed. Governors are committed to carrying out their roles well, striking a balance between providing leaders with both challenge and support. Members of the governing body visit school regularly to discuss leaders’ plans for improvement. They know the school’s strengths; however, governors do not have a detailed understanding of how you spend additional government funding for disadvantaged pupils. Support from trust leaders has improved the consistency of teaching and ensured that pupils’ progress is assessed accurately. Recently, trust leaders have checked that leaders’ systems to identify pupils who have special educational needs (SEN) and/or disabilities are precise. Teachers regularly work closely with a ‘buddy’ to observe pupils’ learning in each other’s classrooms and share successful teaching strategies. This has helped them to reflect on, and improve, their own professional practice. Due to the success of these partnerships, teachers say they have a better understanding of work taking place in different areas of the school and feel able to contribute more effectively. Teachers provide pupils with frequent opportunities to write at length across a range of subjects. When we reviewed pupils’ workbooks, they revealed noticeable improvements in both the quality and the quantity of pupils’ written work, including a recent focus on increasing the detail in pupils’ science explanations. In 2018, Year 2 and Year 6 pupils’ attainment in writing was consistently above the national average, according to provisional information. Current pupils are making good progress with their writing.