The leadership team has maintained the good quality of education in the school since the last inspection. ‘Consistency is key’ is your mantra. Since becoming acting headteacher in September 2016, you have worked with drive and determination to ensure a consistent approach to teaching and learning in order to improve outcomes for all pupils. You have high aspirations for the pupils in your care and are determined to improve the opportunities and life chances for each and every one of them. Staff and governors share this ambition for the school in equal measure. The school has undergone a number of changes since the last inspection. Following a period of instability in the leadership, outcomes for pupils fell and behaviour deteriorated. Through the Birmingham Educational Partnership a link was made with the Robin Hood Multi-academy Trust. Governors put in place a service-level agreement enabling you to become the acting headteacher at Yenton Primary School. Together, with the ongoing support of the executive headteacher, you have brought stability and a real sense of direction to the school. You have empowered leaders at all levels. Roles, responsibilities and expectations are made clear. Leaders are enthusiastic and keen to make a difference. You actively engage and collaborate with a range of external partners. You welcome the challenge and scrutiny they provide and use the feedback as a vehicle for development. Your self-evaluation of the school is accurate and identifies the priorities for development. All leaders clearly know the strengths of the school. Leaders have comprehensive action plans which they use to drive further improvements. Actions are carefully monitored at regular intervals. The impact is rigorously evaluated before any additional action is taken. This measured approach is paying dividends and the impact is clear across the school. During the inspection, evidence of exemplary leadership was observed. You are creating a strong culture of achievement. Following a dip in outcomes in the phonics screening check in 2017, you took action to improve the quality of phonics teaching. Teachers engage small groups of pupils in focused reading and writing activities. Reception children show an obvious delight when writing words, such as seed, chips and coat, independently. They know which letters make which sounds, although not all children were helped to form their letters correctly. Pupils’ progress is rigorously tracked and monitored. Those not making progress are quickly identified and appropriate support provided. Additional adults provide effective support for those pupils who have special educational needs and/or disabilities. They know their pupils’ needs well and provide good support. In 2017, outcomes improved in reading, writing and mathematics at the end of key stages 1 and 2. Results in writing and mathematics were in line with national averages. Pupils are beginning to make more rapid progress and reach age-related expectations. More pupils are now reaching greater depth. You have established a rigorous cycle of coaching and staff development. This is improving the quality of teaching across the school. Staff welcome the support and challenge. They are fully committed to developing their professional skills and deepening their subject knowledge. One staff member summed up the views of many the inspector met by saying, ‘We are not static. We are constantly evolving.’ A robust system for induction supports staff new to the school. It helps them understand policies, procedures and expectations right from the start. This approach is highly effective in ensuring consistency across the school. Governors value your drive and vision for improvement. Governors are clear about the impact of your actions and where improvements can be seen. They have developed their strategic role as a result of work with a national leader of governance. They use their extensive range of skills and wealth of experience to hold leaders to account. They have a clear understanding of how to carry out their statutory functions and now offer a robust challenge. During the inspection, the behaviour of pupils was good. The school is a calm and orderly place. Pupils were polite and helpful. They cooperate well and support each other effectively in lessons. Pupils have a good focus on their learning and try hard. The majority are articulate, with well-formed ideas and opinions. The vast majority of parents and carers are very supportive of the school and appreciate the improvements you are making. Several had chosen this school because of the positive ethos and the focus on individual children. This was despite it not being their local school. Other parents commented on the improved quality of teaching and the good progress their child was now making.