The leadership team has maintained the good quality of education in the school since the last inspection. Since your appointment as headteacher in September 2015, you have built a cohesive and energetic leadership team that shares your dedication and drive for continual improvement. Leaders are developing their skills well, using their ‘scrapbooks’ to show how they are improving their areas of responsibility. You, leaders and governors are accurate in your evaluation of the school’s strengths and areas for improvement. Governors demonstrate a strong sense of commitment to, and expertise in, their roles. As a new headteacher, you ask for support from the local authority when it is required, and act upon this advice appropriately. The school has good leadership capacity to improve further. You have ensured that the school’s new tracking system enables pupils’ progress to be robustly checked using accurate assessments made by teachers. This highlights pupils who are at risk of underachievement so that individualised support can be put in place quickly and effectively. Additionally, you are developing nurture provision to meet the social and emotional needs among an increasing number of pupils. The quality of teaching and learning is monitored rigorously. Teachers’ skills are improved through effective training and helpful support from experienced school practitioners. It is clear that you have the highest expectations of staff and pupils. In return, you are proud of your dedicated staff and hardworking, well-behaved pupils. Relationships between adults and pupils are warm and respectful. Staff know every child well. As a result, pupils are achieving well, academically and socially, in this welcoming, calm school. Pupils state that they enjoy coming to school and partaking in the stimulating curriculum, including the extra-curricular activities. Parents and carers are overwhelmingly supportive of the school. All parents who responded to the online questionnaire, Parent View, agreed with all the statements. One typically commented: ‘There are high expectations of behaviour, lots of praise and celebrations of successes and clear consequences. The staff all know my children well and have positive relationships with them, going above and beyond to support them both academically and emotionally.’ Strong, effective leadership in the early years ensures that children make a good start to their school life. Expectations are high, routines are clear and tasks are well matched to the children’s needs and interests. As a result, children make good progress from their various starting points. They are able to develop their own learning. I observed a small group of children deciding to perform a play with the puppets they had just made, enhancing their speaking and listening skills. Children are well prepared for Year 1. You have ensured that the most able pupils are sufficiently challenged, which was an area to develop from the previous inspection report. All ability groups have opportunities to complete a variety of challenges in English and mathematics to demonstrate their understanding, including the most able pupils. This is enabling pupils to make good and better progress from their starting points. The progress that pupils make from the end of key stage 1 to the end of key stage 2 in writing is a strength of the school. It has been in the highest 20% nationally for two years. In 2017, pupils’ attainment in writing at the end of Year 2 was in the highest 10% nationally. In addition, all pupils met the expected standard in the Year 1 phonics screening check. However, you acknowledge that there is more work to be done to ensure that English and mathematics outcomes are consistently high across the school. During our learning walks and while looking at books, we could see that there were some missed opportunities for developing pupils’ use of mathematics in other subjects. Improvements in the teaching and learning of English grammar, punctuation and spelling have not yet had time to show a full impact on pupils’ outcomes at the end of Year 6. Safeguarding is effective. The culture of safeguarding in your school is strong. As the designated safeguarding lead, you ensure that all staff and governors receive regular, up-to-date training. Relevant documentation is well organised and of the highest quality. Child protection referrals are followed up appropriately. The pupils who went swimming during the inspection were covered by high-quality risk assessments for the bus journeys and their time at the local leisure centre.