The leadership team has maintained the good quality of education in the school since the last inspection. Since your appointment as headteacher, in January 2018, you have built further on the school’s strengths, particularly in terms of improving the quality of teaching and assessment and providing wider opportunities for staff to share good practice. As a result of your calm, decisive, conscientious leadership, standards in the school continue to improve and morale is high among staff and pupils. Parents’ views are extremely complimentary about your leadership and the staff at the school. For example, all of the parents who completed Ofsted’s parent questionnaire, Parent View, said they would recommend the school to a friend. The school fosters a ‘family’ and ‘community’ spirit. Pupils feel a part of a unique school community. They are appreciative and proud of the staff who they feel help and care for them. Likewise, staff work hard, and they work well together, to share ideas and ensure that everything they do benefits pupils. Governors, similarly, share a strong sense of pride about the school. As such, they have an accurate view of the school’s strengths, its context, and those areas which they need to support and challenge the school to improve further. Since the previous inspection, pupils’ outcomes by the end of key stage 2 demonstrate a sustained trend, particularly in mathematics and science. Over the last three years, pupils’ attainment in mathematics, in this phase of the school, has impressively been in the top 10% of schools nationally. In the early years, the proportion of children achieving a good level of development has been sustained and demonstrates a consistent improvement over time. Although you acknowledge that disadvantaged pupils’ outcomes have fluctuated over time. As a result, you, other leaders and governors continue to make this a priority. The proportion of pupils who met the expected standard in the phonics screening check by the end of Year 1 in 2018 was high, therefore providing pupils with a firm foundation for the demands of Year 2. However, there is still work to do to maintain this momentum so that a higher proportion of pupils achieve the expected standard in reading, writing and mathematics by the end of Year 2. Nonetheless, from their various starting points, pupils in the school make good progress, with some making excellent progress over time. You, other leaders, and staff, have been methodical in addressing the areas of improvement identified at the last inspection. As a result, there is a whole-school approach to promote reading for pleasure. This is very evident in classrooms and displays around the school. For example, each classroom has a unique area dedicated to promoting reading and providing pupils with a peaceful, positive place to relax and read. The way you have planned your curriculum across the school encourages and promotes pupils’ reading skills well. The teaching of reading is also an emerging strength of the school and, consequently, this is improving pupils’ attainment in reading, particularly by the end of key stage 2. For example, teachers and support staff, where appropriate, check pupils’ understanding of subject-specific words and ensure that they understand the meaning of the word in a given context. This helps pupils to extend their knowledge and demonstrate a clear understanding before they begin writing. Pupils speak enthusiastically about the different books they have the opportunity to read. Safeguarding is effective. All safeguarding arrangements are fit for purpose. For example, comprehensive checks are made so that adults working with pupils in the school are safe to do so. As a result, the school fosters a caring and safe environment. You have ensured that staff are well trained; therefore, safeguarding records are maintained well and are accurate. Staff know how to spot any concerns and they know to whom they should report them. You, and other appropriately trained staff, work closely with other services that provide support as and when necessary. Pupils say that they feel safe in school. Most notably, this is because of the community spirit that permeates the ethos of the school. The school is a vibrant and happy place to learn. Relationships are an evident strength in the school. Pupils I spoke with during the inspection could talk confidently about the many different types of people and families that make a community, both in and outside of the school. Pupils show respect and have highly caring attitudes towards each other, staff and visitors. They work exceptionally well together to discuss and share their learning. Pupils’ attitudes to learning are truly excellent. As a result, pupils thrive in this school and, on the whole, make strong progress across the curriculum.