The leadership team has maintained the good quality of education in the school since the last inspection. You have been the substantive headteacher since January 2013 and, along with your deputy headteacher and other senior leaders, you set high expectations for all staff. These, in turn, are passed on to the pupils. Since becoming headteacher, you have maintained standards across the school. You and your staff are continuously looking at how you can further improve outcomes for all pupils. Staff are proud to work in the school and feel that the school has a culture that encourages calm and orderly conduct and is aspirational for all pupils. The great majority of parents spoken to, and those who responded to ‘Parent View’, Ofsted’s questionnaire, are very happy with the progress that their children are making. They commented on the approachability of staff and the support that their children receive. However, a small number of parents expressed concerns about pupils’ behaviour and lack of information about homework. These concerns were not substantiated during the inspection but the school could do more to share information more clearly with parents. Pupils spoke positively about the school. They enjoy visitors, trips and extracurricular activities, all of which help to bring the curriculum to life. Pupils understand the importance of treating everyone equally and fairly. Pupils spoken to said that behaviour is generally good and bullying rarely happens. They have confidence that adults will deal quickly with any issues that arise. During the inspection, pupils’ behaviour in lessons and around the school was at least good. Responses to the pupil questionnaire show that the great majority of key stage 2 pupils enjoy school and feel that they are encouraged to be independent and to take on responsibilities, such as school council representatives. Older pupils also take on school-wide roles, for example house captains and digital leaders. Pupils are proud of their contribution to school life and these opportunities help to prepare them well for the next stage in their education. You have successfully addressed the areas for improvement identified at the previous inspection. Outcomes in writing have improved and they are now in line with those seen nationally at the end of key stage 1 and key stage 2. You have set clear expectations relating to the presentation of pupils’ work, including handwriting. You have also developed your leadership team so that subject leaders are aware of the quality of teaching in their subject areas. However, while the English and mathematics leaders have a good understanding of the progress pupils make in their subjects, this is not the case across all subjects. From Nursery through to Year 6, you and your staff make every effort to ensure that pupils achieve well in all aspects of school life, including their spiritual, moral, social and cultural development. You are aware that the make-up of each class is unique and the level of pupils’ needs vary. To help address this, you adapt the curriculum as necessary to support individual classes. For example, in a year group with a high percentage of boys, a focus on Guy Fawkes and the Gunpowder Plot greatly engaged their interest. Outcomes across the school are at least in line with those seen nationally, including for those pupils who are disadvantaged. However, disadvantaged pupils do not make as much progress as other pupils and too few reach the higher standards expected for their age. You are aware that this is an area for further improvement. Safeguarding is effective. There is an effective culture of safeguarding within the school. You have created a safeguarding team that ensures that the school is a safe environment for pupils. All safeguarding arrangements are fit for purpose. Pupils are well cared for at all times and they know that the adults in school are there to look after them. Pupils said that they are taught how to stay safe, for example when using the internet or through relationships and sexual health education. All staff have regular and appropriate training to help them understand their responsibilities in keeping pupils safe from harm. Staff are clear about what they should do if they have any safeguarding concerns. You work with a wide range of external agencies and follow up any concerns about pupils’ welfare. Governors understand their role in overseeing the effectiveness of safeguarding and monitor the effectiveness of school procedures.