The leadership team has maintained the good quality of education in the school since the last inspection. Since the last inspection you have provided strong, effective leadership which has led to the development of the school. You know the school extremely well, have high expectations of yourself and your staff and are determined to achieve the best possible outcomes for every pupil. You are supported well by your senior leadership team and governors, who are ambitious to provide the best possible education for pupils. You have been proactive in requesting support from the local authority to improve the outcomes for pupils in school. This support has been very effective. You have accurately identified the school’s strengths and priorities for improvement. Leaders’ self-evaluation and improvement plan identify the correct priorities for improving the school further and raising pupils’ achievements. Leaders, staff and governors have largely dealt with the areas of improvement identified at the previous inspection. Your participation in a cross curricular improvement group has provided high-quality professional development for senior and middle leaders. This joint professional development, across 10 schools, has had a positive impact on middle leaders’ grasp of their subjects. You and your deputy headteacher provide whole-school, group and individually tailored support for staff. High-quality professional development has also had a positive impact on current outcomes in writing. Pupils’ books in English, history, geography and science show that pupils know how to improve their work, and this has led to higher standards in English across the curriculum. Pupils report that they find this system useful and they know it improves their work. One pupil stated, ‘It is easy to use, and it really works!’ Other pupils agreed. In 2018, at the end of key stage 2, an increasing number of pupils achieved expected and higher scores in reading and writing. A number of disadvantaged pupils achieved higher scores in reading and writing, but fewer pupils achieved the expected level. At key stage 2 in 2018, grammar, punctuation and spelling attainment in school improved rapidly. Pupils, including disadvantaged pupils, achieved well above the national average, with 90% of pupils achieving the expected level and 28% of pupils achieving a higher score. This demonstrates how leaders are striving to improve English outcomes for all pupils. Leaders have identified, and are working hard to ensure, that challenge for the most able and disadvantaged pupils is a priority. Provision in school and work in pupils’ books demonstrate that this priority is being addressed by the school. Leaders and governors have identified that mathematics is a priority area this academic year. At key stage 2 in 2016 and 2017, progress in mathematics, for all pupils, was well above the national average, attainment was below the national average at expected and at higher standards. In 2018, at the end of key stage 2, there was a decline in the progress made by pupils in mathematics, particularly the most able and disadvantaged pupils. Attainment in mathematics at the end of key stage 2 remained below the national average at the expected standard, though more pupils achieved the higher standard. Leaders have correctly identified that improving attainment at the end of key stage 2 in mathematics, at both the expected and the higher standard, is a priority, particularly for the most able and disadvantaged pupils. Leaders have maintained the previously identified strengths. In the last inspection, pupils’ behaviour was highlighted as a strength. This strength has been enhanced. The headteacher and governors have reviewed behaviour management and this has resulted in consistent high standards of behaviour across school. School records demonstrate the impact these actions have had. There are now very few instances of poor behaviour and no fixed-term or permanent exclusions. All pupils throughout the school, including the children in early years, enjoy their learning and behave exceptionally well. Pupils are confident and independent learners. They listen carefully to each other and adults. The school is working towards becoming a Rights Respecting School. Pupils and staff develop classroom charters; this partnership supports excellent relationships that enhance learning. During our visits to classrooms, pupils engaged well with their learning and worked hard. This is because teachers plan work that matches pupils’ needs and interests well. Pupils could confidently explain to me what they were learning and what they were aiming to improve. Teachers work hard to support pupils to improve their work, in line with the school’s policy, that supports continuous improvement. Pupils told me one of the best things about school is the staff and that they enjoy the range of subjects they study.