The leadership team has maintained the good quality of education in the school since the last inspection. With your governors, you have taken action to address the areas for improvement noted in the previous inspection report. You work with determination, with governors and your senior leadership team, to improve provision and outcomes for pupils in your care. You accurately identify the strengths of the school and those areas that need further improvement. You are clear about how you and other leaders set about bringing about those changes to support further improvement. Staff are committed and hard-working. They are determined to do their best for the pupils. As a result, pupils enjoy their experience of school life. Parents and carers have well-justified confidence that the staff, together with you and other senior leaders, keep their children safe and help them to flourish. You have set about developing the curriculum so that it meets the very varying needs of your pupils. As a consequence, pupils enjoy a wide range of learning opportunities. These support their personal development and the development of basic skills in number and communication in particular. The breadth of the curriculum provides a wealth of further opportunities that support pupils’ preparation for living and the next stage of their education and training. Pupils are proud to be members of the school and value the support they receive ‘to be themselves’. The recent introduction of the ‘forest school’ has enhanced learning further. Staff work with one another to ensure that forest-school learning is linked to their current topics and so enhances learning taking place in the classroom. Alongside the development work on the curriculum, you have put in place a recording system that tracks pupils’ progress from their entry into the school. In response to previous areas for improvement, the ‘Bamburgh preferred method’ provides staff and pupils with clear, small steps for improvement towards pupils’ individual targets. This supports staff in planning learning that meets pupils’ needs. Pupils know what is expected of them. You use the system with other senior leaders and governors to evaluate how well pupils make progress, particularly in core subjects. Leaders recognise that further work is required to make full use of the tracking system to enhance the recording of progress across the range of foundation subjects. Through your monitoring work, you check with other leaders that teachers and classroom staff are using information about pupils’ progress to plan and deliver engaging and interesting lessons. During our visit to lessons, we observed pupils working individually with support and in small groups. This helps pupils to develop their confidence as learners. However, staff occasionally miss opportunities to move learning forward at appropriate moments. Staff use pupils’ responses well to identify pupils’ misconceptions. However, they use pupils’ responses less consistently to deepen their thinking. Governors know the school well. They know what needs to be done to take the next steps for further improvement. They are well informed and agree the priorities for the school based on the school’s accurate self-assessment. Governors share a common vision with you to promote pupils’ personal development and well-being alongside their achievement. They challenge you and your senior leaders to continue the process of improvement to meet their aspirations for pupils. However, planning is not as sharp as it could be because there are too few quantifiable measures for success. This limits the rigour with which they can hold you to account and the speed with which they can pursue further improvement. Nevertheless, their determination for the school to provide the best possible education for all its pupils sustains the whole staff’s efforts. With you, governors have taken steps to ensure that focused support and challenge are improving pupils’ progress, particularly in mathematics. The use of subject specialists in core subjects, working alongside phase leaders, is bringing about better rates of progress for pupils. This also supports improvement in the quality of teaching. You support staff to attend local and regional networking events to develop their practice further. You use moderation activities to develop a deeper understanding of pupils’ achievements. Safeguarding is effective.