The leadership team has maintained the good quality of education in the school since the last inspection. Since joining the school in May 2017, you have worked tirelessly to develop a skilled and unified leadership team which is focused on moving the school forward and improving standards. You have led the school with a determination that aspires to ensure that pupils receive the highest standard of education, and have gained the trust of staff during a period of difficult transition. As a result, staff speak highly of your leadership and the opportunities that you give them to develop professionally. The local authority has provided an increased level of high-quality support to the school during the past two years, particularly prior to the start of your leadership in May 2017 during a period where standards had declined. Swift intervention from the local authority has helped to address key leadership priorities, and leaders have welcomed this support. You have worked closely with the neighbouring infant school to ensure that pupils’ transition from Year 2 is a smooth one and that pupils get off to the best possible start in Year 3. You have worked hard, and continue to address the areas for improvement identified at the time of the school’s last inspection. Inspectors required leaders to ensure that pupils use accurate spelling in their written work and apply their calculation skills to solve mathematical problems. Inspectors also asked leaders to make sure that pupils use their information and communication technology skills across the curriculum. Pupils’ progress in spelling has rapidly increased since September because of middle leaders’ highly focused intervention work. However, leaders are aware that pupils’ attainment in this area still needs to be improved. Pupils are regularly applying their calculation skills to a wide range of problemsolving and reasoning challenges. Consequently, pupils are making strong progress in mathematics. Leaders regularly review the curriculum in order to improve pupils’ engagement and motivation to learn. Recent work has resulted in increased opportunities for pupils to use their technological skills across the wider curriculum. This is having a positive impact on their learning, both inside the school and outside. The majority of parents and carers are positive about the recent changes to leadership and other aspects of the school. For example, one parent stated: ‘The school has made amazing progress over the past year and is continuing to do so. I am pleased with the changes that have been made and I know that any future changes implemented will also benefit the children greatly.’ Most parents spoken to, along with those who expressed their views on the Ofsted survey, Parent View, said that communication between home and school is a real strength. Parents praised the recent introduction of school initiatives such as ‘walk-in Wednesdays’ and ‘the learning café’, and feel that these help them to support their children’s learning at home. Governors have made a strong contribution to the strategic leadership of the school over the past year, often having to make difficult but necessary decisions in order to improve the quality of the provision. The governing body is an effective team that adds to the capacity of the school to improve further. Governors have an accurate view of the strengths and weaknesses of the school and are determined to address any areas for improvement. Due to the recent restructuring of the school’s leadership team, governors have rightly focused on providing stability to the school during this transition period. However, they have not been sufficiently consistent in holding leaders robustly to account for pupils’ outcomes. Safeguarding is effective. Arrangements to safeguard pupils are effective. Thorough policies and procedures are embedded in the school’s safeguarding culture and ethos. Staff have an accurate understanding of their responsibilities and are alert to any sign that a pupil might be at risk. Staff know and follow the correct procedures for passing concerns to the leaders responsible for safeguarding. Leaders work well together and with external agencies to support vulnerable pupils and their families. This support is enhanced through the dedicated work of the school’s family liaison officer. Checks on the suitability of all staff, including regular visitors, are thorough. External audits of safeguarding by the local authority help governors check that arrangements for safeguarding are effective.