Since the previous inspection, you and your governors have successfully managed a number of changes to staff and leadership. You now have in place a stable staffing profile and the leadership capacity to develop the school further. Working alongside the deputy headteacher, governors and other school leaders, you have accurately identified the school’s strengths and priorities for further improvement. These are clearly outlined in the school’s self-evaluation and development plan. The leadership team has maintained the good quality of education in the school since the last inspection. You and your staff have created an inclusive ethos where pupils’ academic and personal development are equally important. Pupils develop good learning behaviours and grow in confidence in your friendly, welcoming and supportive school. You, your staff and governors are aspirational for pupils’ learning and set high expectations for pupils’ achievement. For example, your prompt analysis of the 2016 key stage 2 results has helped to identify the actions needed to improve pupils’ progress further, particularly in mathematics. You have taken decisive actions to improve the two areas for improvement identified at your last inspection. Firstly, you and your staff are working hard to provide regular opportunities for pupils to develop confidence in using problem solving and reasoning skills in their mathematics lessons. Pupil progress information for current pupils and the work in their books shows that they are making good progress in these areas, along with their arithmetic skills. This is helping higher proportions of pupils to be working at the standards expected for their age. On occasions, opportunities to deepen learning for the most able pupils are not as well developed. You have detailed plans to continue improvements in mathematics teaching, including appropriate training for staff and links with other schools. You agree that this remains a work in progress and an area for continued focus for your school. You, your deputy headteacher and governors have taken effective action to improve the consistency of teaching across the school. Your well-structured recruitment approaches, performance management systems and staff training all have a positive impact upon improving the quality of teaching. For example, the improvements in phonics teaching have ensured a year-on-year improvement in the proportions of pupils achieving the expected standard in the Year 1 phonics screen check. Safeguarding is effective. You and your governors afford a high priority to keeping pupils safe. The leadership team has ensured that all safeguarding arrangements are fit for purpose and records are detailed and of a high quality. Your safeguarding policy is regularly reviewed to ensure that it is up to date. Careful checks are carried out for all staff, governors and volunteers. Staff have received safeguarding training and know what to do should they have any concerns. You, your staff and a number of governors have received training on the ‘Prevent’ duty. This has improved your confidence in dealing with the risks related to extremism and radicalisation. School leaders respond swiftly to all safeguarding issues. Pupils are taught effectively about how to keep themselves safe, including when they are online. They have a good understanding of the different forms that bullying can take and know who they can talk to if they ever have concerns. Pupils say that incidents of bullying are rare in their school. Your detailed school records show that incidents of misbehaviour and bullying are infrequent and that these are quickly addressed by the staff. Pupils and parents agree that behaviour at the school is good. There is a calm, purposeful atmosphere around school. Inspection findings You, your leaders and governors have rigorous approaches to checking the quality of teaching and learning and the impact this has upon pupils’ learning. You take prompt action to ensure that high-quality teaching is maintained and that most pupils make good progress from their starting points. Recently appointed subject leaders have a good understanding of development priorities in English and mathematics. They have begun to take effective actions to improve pupils’ outcomes and to check to see if these are having the required impact. You have established a useful programme of training and development to ensure that they further develop the skills to drive improvement in these subjects.