The leadership team has maintained the good quality of education in the school since the last inspection. You and your senior leaders work extremely well together, complementing each other’s skills well. Parents are very supportive of the school. One parent, indicative of many, said ‘I cannot praise the school highly enough.’ You have established a culture of care and consideration, underpinned by a very good spiritual, moral, social and cultural education. Pupils told me that they enjoy school. This was evident from the quality of the work in their books and their focus and level of engagement in the lessons I visited. Pupils work hard in lessons and are clearly keen to learn and do well in all subjects. They are particularly proficient at working in groups and willingly share their ideas, which helps them to learn successfully. When working independently, pupils focus well on what they are learning. They use the strategies they have been shown confidently, in order to produce high-quality pieces of work. Children in the Reception class concentrate well and demonstrate keen attitudes to learning whether working inside the classroom or in the outside area. Your evaluation of the school’s strengths and weaknesses is accurate. Your actions to address weaknesses are having a significant impact on improving teaching and learning. Leaders, including governors and middle leaders, fully understand the part they play in whole-school improvement. As a result, the pupils’ attainment in reading, writing and mathematics is quickly rising because their progress is fast and thoroughly checked, and extra help is given to those who need to catch up. Children in the early years also make good progress because teaching is effective. You have rightly prioritised pupils’ writing skills as an area for improvement because they have been weaker than those in reading in recent years. Pupils do not write widely enough in different subjects and this limits how well they organise their writing. It also means that they do not practise their knowledge of spelling in different types of writing. Work is usually pitched well to challenge pupils but there are times when they, particularly the most able pupils, do not have to think deeply. Following the previous inspection, leaders were asked to raise pupils’ attainment in mathematics. This did not happen immediately but the assistant headteacher, appointed since the previous inspection, wasted no time in improving the quality of teaching in mathematics. This has borne fruit this year; pupils now make good progress and attain well. Pupils use calculation strategies effectively in investigations and apply their skills in a wide variety of real-life and problem-solving tasks. As a result of the previous inspection, the school was also asked to improve teaching. The quality of teaching is now consistently good. Staff have benefited from training that has helped them to have a very good understanding of how to systematically help pupils to write well and use their mathematical skills accurately. Safeguarding is effective. Safeguarding has a very high profile in this school. Leaders ensure that concerns are taken seriously and documented carefully. Records show that staff are vigilant to all concerns raised. Staff are trained in safeguarding and they understand their responsibilities. Parents who responded to Ofsted’s online survey, Parent View, agree that their children are safe at school. Pupils are taught how to be safe online. They are aware of issues such as bullying, which is rare, and know what to do if they feel worried or anxious. The leadership team has ensured that all safeguarding arrangements are fit for purpose and that records are detailed and of high quality. As the designated lead with specific responsibility for child protection, you work very closely with other agencies when any safeguarding concerns arise. You and your assistant headteacher are tenacious in following up on actions and communications with, for example, the local authority about social care concerns. You are meticulous in your checking that all staff attend training and rigorously follow up with subsequent training if anyone has missed out on this important aspect of safeguarding. School policies are reviewed annually to reflect the latest government guidance about, for example, the risks of extremism. The school uses safer recruitment practices effectively to ensure that those employed are suitably qualified and vetted to work with children.