Since the last inspection, you have provided committed and perceptive leadership that has secured the continued development of the school. You have achieved this while at the same time successfully fulfilling your other headteacher role at another local school. With your deputy headteacher and governors, you have accurately identified the school’s strengths and priorities for improvement. The school’s detailed self-evaluation documentation and improvement plans clearly identify the priorities for improving the school further. The leadership team has maintained the good quality of education in the school since the last inspection. You, your staff and governors have created a welcoming, harmonious and inclusive school. Your pupils told me that some of the best things about your school are that everyone is friendly, and teachers and staff help them with their work or if they have any concerns. Furthermore, you have high expectations for pupils’ achievement and strive to ensure that pupils learn well across the curriculum. As a result, pupils’ confidence develops and they generally make good progress academically. Parents’ overwhelmingly positive responses to Ofsted’s online parent survey, Parent View, show how highly parents value the work of everyone in your school. Leaders and staff have successfully tackled the area for improvement identified at the previous inspection. They have also maintained the previously identified strengths. The provision for pupils’ personal development and welfare is a key strength of the school. Your curriculum, including visits outside of the local community, ensures that pupils’ citizenship skills are well developed. The area for improvement at your previous inspection was to further raise pupils’ achievement, especially in mathematics. Teachers are now providing increased opportunities for pupils to develop their problem-solving and reasoning skills. The use of online mathematics activities is motivating pupils to increase their mathematical learning in school and at home. You have reviewed your school’s approaches to providing feedback and informing pupils how to improve their work, including in mathematics. As a result, in the main pupils now make good progress in mathematics and they achieve well at the end of Reception, Year 2 and Year 4. Safeguarding is effective. You, your staff and governors give the highest priority to keeping pupils safe, and there is a strong culture of safeguarding across the school. Leaders and governors have ensured that current safeguarding arrangements are fit for purpose and records are of a high quality. They carry out appropriate checks for all staff, governors and volunteers. Staff and governors receive regular and appropriate training so they know how to keep pupils safe. This includes training about how to protect pupils from radicalisation and extremism. Consequently, staff and governors understand the safeguarding procedures and their own responsibilities. The very positive relationships between staff and pupils and of pupils with their peers reflect the caring ethos in school. Your curriculum helps pupils know how to keep themselves safe, including when they are online. Pupils know the different forms that bullying can take and know that staff will help them if they ever have concerns. Furthermore, they report that they have not encountered any bullying at your school. All parents who responded to Parent View agree that their children feel safe in your school and that staff ensure that children are well behaved. Inspection findings A determined focus by you and your staff has brought about improvements in pupils’ progress in reading and mathematics. The encouragement to read regularly, supported by online assessments, is motivating pupils to read and developing their comprehension skills. Developments in the teaching of mathematics are ensuring that teachers are providing effective coverage of the mathematics national curriculum. As a result, pupils make good progress in reading and mathematics, and their attainment at the end of Year 2 is above the national averages in these two subjects. Similarly, at the end of Year 4 the vast majority of pupils have made good progress in reading and mathematics. Most pupils have achieved the expected standards in these subjects, and many work at a higher standard. The teaching of phonics is ensuring that pupils are developing their early reading skills well. In 2016, the proportion of pupils working at the expected standard on the phonics screening check at the end of Year 1 was similar to that found nationally. In 2017, your school’s phonics results improved further. You have correctly identified the need to improve pupils’ progress in writing.