The leadership team has maintained the good quality of education in the school since the last inspection. You joined the school a year ago, following a period of turbulence in staffing and leadership within the school and the trust. You have brought to the school raised expectations and much-needed stability. As a result, staff morale is now high and staff are committed to ensuring that each pupil receives the best possible educational experience. You are ambitious for pupils and, although the quality of teaching is good, you are working with determination to strengthen it further. You have ensured that leadership is strong in a number of areas, including in English, mathematics and for disadvantaged pupils. Senior and middle leaders are knowledgeable and passionate about their areas of responsibility. Working with you, they are skilled in identifying appropriate priorities for improvement and they check thoroughly on the difference their actions have made. They can demonstrate clearly how they have strengthened the quality of teaching and, hence, improved pupils’ outcomes. The governing body has been newly formed this year. Although vacancies still exist, the members who are in place have a range of suitable knowledge and expertise. You provide governors with detailed information about the quality of teaching, pupils’ outcomes and attendance. Governors have a nominated member with oversight of disadvantaged pupils who holds leaders to account effectively for pupil premium spending. Governors challenge you and other leaders appropriately to aspire for the best possible education and outcomes for pupils. The trust leadership team and new chief executive officer have a clear focus on professional development for staff. They foster partnerships between trust schools well to provide training and leadership opportunities for staff. They place high value on maintaining the individual character of the school and keenly share your ambition for pupils’ successes. The majority of parents and carers hold positive views of the work of the school. They praise the effective teaching their children receive and appreciate that their children are happy in school. However, some parents express dissatisfaction with regard to the communication between school and home, particularly in relation to special events. Safeguarding is effective. You have ensured that an effective culture of safeguarding exists in the school. Staff are aware of their responsibilities in keeping children safe and are knowledgeable about the risks pupils may face. The designated safeguarding leader was new to the school this year and has built firm relationships with pupils and their families. She understands the circumstances that make some families vulnerable. She communicates well with external agencies and does so in a timely way. Appropriate checks are in place to ensure that staff are suitable to work with children. Records in respect of this are well maintained. You and your staff place a high value on nurturing pupils’ social and emotional development. Pupils are polite and respectful, and they behave well. A caring atmosphere is evident and pupils have positive relationships with adults in the school. Pupils say that they trust members of staff to support them with any worries they may have. You have ensured that pupils understand how to stay safe in a range of contexts, including online. Overall attendance has been above average since the school opened. However, this has not been the case for disadvantaged pupils, who have missed more school than their national counterparts. Following this, you introduced a range of strategies including incentives for good attendance and support for families where low or falling attendance is evident. Initiatives such as the attendance bear prize and invitations to breakfast club have been successful in improving attendance for this group of pupils. As a result, attendance for disadvantaged pupils is now above average.