The leadership team has maintained the good quality of education in the school since the last inspection. You have ensured that the school continues to be a welcoming and inclusive learning environment. You and the staff celebrate pupils’ learning well in the many colourful displays of their work around the school. You make sure that pupils have every opportunity to make the most of the small outdoor space available to them. Since the previous inspection, the proportion of children who leave the early years with a good level of development has remained in line with other children nationally. Small numbers of pupils in each year group make comparisons of assessment data unreliable; however, it is clear to see that outcomes for pupils in key stage 1 continue to improve each year. For the previous two years, pupils have achieved well in the Year 1 national phonics screening check. Pupils typically leave Year 6 having made as much progress as other pupils nationally. Attendance remains much higher than the national average. Your evaluation of the school’s effectiveness is detailed and honest. You have identified many of the school’s strengths and where further improvements are needed. The school development plan builds upon actions that have been accurately identified. Parents and carers are supportive of the school. Those with whom I spoke and those who responded to the Ofsted surveys, were happy that their children were safe and well looked after while in school. They appreciate the efforts that staff go to in providing support for their children. Parents also praised the school for how well pupils are prepared for their move to high school. Pupils are polite and well mannered. They conduct themselves well in lessons and while moving around school. Pupils said that they enjoyed school. Those with whom I spoke were keen to state that bullying and name-calling were very rare. They stated that their teachers were fair. Pupils have a good understanding of how to stay safe while using the internet. They know not to share personal information and that they need to speak to a trusted adult if they encounter something that worries them while online. Governors know the school well. They are aware of the strengths and where further improvements are needed. Governors monitor well the impact of the additional funding for disadvantaged pupils. To help them better understand and develop their roles the governors visit the school regularly and work closely with class teachers. Their visits are closely aligned to the school development priorities. They challenge each other well and hold senior leaders to account. However, governors have not ensured that the school’s website is kept up to date. Prior to the inspection, several aspects of the school’s website were available in school but not published in line with Department for Education requirements. At the time of the previous inspection, you were asked to ensure that teachers set higher expectations of what pupils could achieve by challenging them to make the best possible progress. Since the previous inspection, all teachers are new to their roles. You have created the role of deputy headteacher. In this role, the newly appointed deputy headteacher has worked with you to further develop the roles of teachers as subject leaders. Together as a staff, you now carefully check on the quality of teaching and the work in pupils’ books to ensure that expectations are high, and pupils are sufficiently challenged. From looking at assessment information, samples of pupils’ books and observing teaching, learning and assessment, I could see that pupils are challenged well across the curriculum. In English and mathematics, work is appropriate to the needs of pupils. Across the wider curriculum, teachers challenge pupils well. In geography, teachers ensure that pupils in mixedage classes have work which tests their mapping skills with increasing levels of complexity. Work in science is well planned to develop the application of pupils’ mathematical skills. Safeguarding is effective. Together with the deputy headteacher, who is the designated safeguarding lead, you have ensured that safeguarding is given the highest priority. You have ensured that staff have received recent training in basic awareness of safeguarding. Staff have also received training in the ‘Prevent’ duty to enable them to spot signs of potential radicalisation. You and two members of the governing body are trained in safer recruitment. You have also received enhanced training in the ‘Prevent’ duty and awareness of female genital mutilation. All safeguarding arrangements are fit for purpose.