You and your colleagues have maintained the good quality of education in the school since the last inspection. It is to your credit that you have achieved this despite the changes in staffing that have happened, and the growing numbers of pupils joining the school who have special educational needs and/or disabilities and who come from disadvantaged and vulnerable backgrounds. The previous inspection highlighted strengths in teaching, leadership, pupils’ behaviour and their attitudes to learning. These aspects remain strong. Parents, pupils and staff are unequivocally positive about all aspects of the school’s work. Staff are proud to be part of the school and enjoy working here. The culture of the school is one of care and calmness, underpinned by strong and shared values. Pupils say they feel secure and happy. Consequently, they are eager to attend and apply themselves well to their learning. Rates of attendance are consistently around national averages, and the proportions of pupils who are persistently missing from school have fallen since the last inspection. A strong work ethic is tangible in all classes. At the previous inspection, leaders were challenged to ensure that all teaching is at least good; to improve achievement in mathematics in key stage 1; and to simplify the annual school improvement plan. Since then, you have taken advantage of the good practice in local schools and in the local teaching school alliance to ensure effective professional development opportunities for all staff. This has helped to improve the quality of teaching, learning and assessment. Year 2 outcomes in mathematics have risen to the national average in recent years. In 2016, they were overall above average, representing at least good progress, given pupils’ prior attainment. You and other leaders know your school extremely well. You have an accurate understanding of what is working well and why. However, you and other leaders are not complacent and recognise that the school can be even better. You have sensibly selected the main priorities aimed at improving the school further, and the school improvement plan is now a focused document that is understood by all. Leaders are meticulous in checking the quality of teaching. Consequently, you have a really detailed understanding of each teacher’s strengths and areas for improvement. You have been successful in emphasising to all staff their responsibilities in ensuring that all pupils make at least good progress. School information shows that children’s outcomes at the end of the early years continue to rise, and were in line with national averages in 2016. Staff meet individual children’s varied needs well. As a result, children in the early years get off to a good start. The vast majority of children achieve a good level of development and are ready for Year 1. Across key stage 1, many pupils achieve increasingly well. They make consistently good progress in reading, writing and mathematics. Outcomes in phonics have particularly improved since the last inspection, and are now average by the end of Year 1. Many pupils also make good progress in writing in key stage 2, reaching above average standards by the end of Year 6. Although reading and mathematics outcomes were not as strong as those for writing in 2016, they are improving strongly in school due to the good and better teaching. Senior and middle leaders regularly review how well the pupils are doing. The most able and those who have special educational needs and/or disabilities largely achieve well. This is because of the rigorous checks that leaders make on how well pupils are progressing. You rightly identify that a small proportion of pupils, including those from disadvantaged backgrounds, could be making more progress across key stage 2, particularly in reading and mathematics. Visits to lessons and work in pupils’ books indicate that you and your staff are succeeding in making these necessary improvements. Governors are aspirational and determined to see the school do even better. They have a good understanding of the strengths of the school and the areas to improve. The governors provide a good blend of challenge and support and are not afraid to ask difficult questions of leaders. Governors are regular visitors to school. They are confident in providing reports for the full governing body, and its committees, about key aspects of the school’s work, including safeguarding. Safeguarding is effective. You and your leadership team have made sure that all safeguarding arrangements are rigorous and continue to be fit for purpose. You have successfully created a culture of vigilance when it comes to keeping children safe. Parents are very positive about the caring and considerate climate that you have developed within school. Staff have taken on board the key messages from the Department for Education’s statutory safeguarding guidance, ‘Keeping children safe in education’.