The leadership team has maintained the good quality of education in the school since the last inspection and has ensured that the school continues to improve. The school has undergone some significant changes. Pupil numbers have doubled and the school now admits two-year-old children into its Nursery class. The changing nature of the local community is reflected in the much wider range of languages that are spoken by pupils at home. Many of the new pupils do not speak very much English or start mid-way through the school year. Some have spent very little time in schools before starting or have challenging backgrounds, for example, those who are seeking asylum. Since your appointment in September 2016, you have been determined to strengthen the good work of the school. You quickly identified what needed to be done to make sure that the school responded effectively to its changing circumstances. This has had a positive impact on pupils’ achievement, especially in the early years and in key stage 1. Pupils speak in glowing terms about their school, describing it as ‘stupendous’ and ‘supportive’. They are inspired to succeed because, they say, school is ‘aspirational’ in that it enables them to ‘reach for the stars’. Pupils are certain that there is no bullying at the school; indeed, their courtesy, kindness and care are delightful to see. In many lessons, pupils support each other effectively in their learning, for example through the classroom ‘experts’ of the day who act as teachers’ assistants. In other instances, teachers group pupils thoughtfully in order to provide good support and challenge where it is needed. The pupils’ positive attitudes to learning and their respectful behaviour reflect the school’s values and leaders’ good work to promote pupils’ personal development and welfare. You place emphasis on shared leadership, and your team members describe themselves as ‘happy, empowered and motivated’. You and your leaders are very clear about the strengths of the school and the areas for further improvement. As a result, you have successfully addressed the recommendations from the last inspection. In particular, leaders’ work to improve pupils’ problem-solving skills in mathematics has been effective. Pupils have acquired a range of techniques for tacking problems successfully. Many have become confident mathematicians who relish choosing the high ‘spice’ level of challenge in their work. Another recommendation from the last inspection was to develop a greater degree of involvement from parents in supporting their children’s learning. You have indeed strengthened this work in a wide variety of ways. Parents are welcomed into school on a regular basis, for example through lesson drop-ins, early morning reading sessions and the ‘tea and toast with teachers’. As a result, parents are complimentary about the school, offering comments such as ‘My children love this school very much’, and ‘The teachers are very helpful and understanding’. You, along with your governors, are sensitive to the changing local community in your locality. You have recently begun to develop good links with community and faith groups as well as with parents. You are well aware that this work will be ongoing. You have accurately identified the need to improve pupils’ rates of progress in reading by the end of key stage 2. This is especially important in view of the very high proportion of pupils at the school for whom English is an additional, and sometimes a brand new, language. Safeguarding is effective. Everyone at the school works with a common purpose to ensure the safety and welfare of pupils. Staff at all levels, including those who are multi-lingual, know the pupils very well. They respond quickly to any child protection concerns or issues that may arise. You make sure that any necessary actions are followed through with persistence to keep each pupil safe. As a result of your effective preventative work with vulnerable families, the school’s rates of absence and persistent absence remain consistently below national figures. Pupils said, with certainty, that they feel safe at the school. They have confidence in staff to deal with any misbehaviour quickly and decisively. You have made sure that all safeguarding arrangements are fit for purpose, including training for staff and governors, and that records are thorough.