The leadership team has maintained the good quality of education in the school since the last inspection. You and your leadership team provide strong leadership for the school. You and your team lead by example, setting equally high expectations for staff, pupils and for yourselves. You all make sure that the school provides a bright, attractive and well-resourced learning environment for pupils and staff. You and your leadership team have secured notable improvements in the school’s work during the past year. Developments in teaching have improved the quality of pupils’ learning and the revised curriculum contributes well to pupils’ enjoyment of school. You have improved assessment procedures during the past year. A sharper focus on how well different groups are learning ensures that teachers have a more accurate view of pupils’ progress. They plan learning increasingly well to build on pupils’ individual needs. As a result, pupils make good progress in English, mathematics and in other subjects. Standards have risen across the school during the past year and continue to rise. However, you are not complacent. You realise that recent improvements to phonics teaching now need to be fully embedded. You and your team are now determined to ensure that teaching secures consistently high standards for the most able pupils in English, mathematics and a range of subjects. You have already made a good start in developing this aspect of the school’s work. For example, you have recently given your assistant headteacher specific responsibility for making sure that the most able pupils achieve well. As a result, teachers are more aware of the needs of the most able pupils. The work in pupils’ books indicates that teachers are already providing work which is beginning to challenge and extend the most able pupils more effectively than before. Warm and respectful relationships throughout the school make a strong contribution to pupils’ learning and well-being. Pupils are enthusiastic learners and behave consistently well during lessons. They are exceptionally polite and understandably proud of their school. Pupils move between lessons sensibly, greeting adults and each other with friendly smiles. They carry out roles of responsibility, such as holding school doors open for their classmates at the end of playtimes, sensibly and cheerfully. You have addressed the key issues raised at the time of the inspection of your predecessor school in full: regular opportunities for pupils to use a range of technology supports the development of pupils’ technology skills well and ensure that learning is meaningful and engaging developments in mathematics teaching ensure that pupils develop reliable strategies for solving mathematical problems substantial developments in the use of the early years outdoor area ensure that children have plenty of opportunities to develop independence and confidence while having fun and learning. Safeguarding is effective. You and your team give pupils’ safety an appropriately high priority. You are continually alert to pupils’ needs and act quickly if you have any concerns about pupils’ safety. Strong links with agencies, such as children’s services, and detailed safeguarding records, enable you to support and monitor pupils’ safety and wellbeing closely and effectively. You and your team ensure that safeguarding policies and procedures are fit for purpose and followed consistently throughout the school. Regular training, bulletins and meetings ensure that all members of staff are knowledgeable about safeguarding and know what to do if they have any worries about a pupil. You and your team make sure that all recruitment checks are completed promptly so that pupils are able to learn in a safe and secure environment. Parents are confident that adults in school take good care of their children and pupils say that they feel safe. Inspection findings During this inspection I focused on how well teaching builds and extends pupils’ reading and mathematics skills, particularly during key stages 1 and 2.