The new headteacher has transformed this school. Pupils now get a good deal. They are at the heart of everything that the school does. Pupils feel safe and are happy. They skip into school at the start of the school day with happy, smiley faces. Pupils share warm and caring relationship with staff. They told me that they know that staff are there to help them if they have any worries or concerns. Staff are ambitious for all pupils. Teachers strive to make learning interesting and fun. Pupils behave well and respect people’s differences. They move around the school in a sensible manner and make visitors to the school feel welcome. Most pupils are kind to each other. Pupils told me that if bullying occurs, teachers deal with it swiftly. Pupils contribute to decision making in the school through their roles as school councillors. Older pupils also act as buddies to children in the early years. Pupils access a wide range of after-school clubs. These are well attended by all pupils, including those who are disadvantaged. The majority of parents and carers think highly of the school. They typically commented: ‘My child is thriving since the new headteacher took over. I have seen many positive changes. I trust the school and would strongly recommend it to others.’ What does the school do well and what does it need to do better? The improvements that the new headteacher has made in a short period of time are remarkable. She has restructured the staff team and invested heavily in their professional development. As a result, pupils are now achieving well across a range of subjects. Leaders recognise the need to build on this success to ensure that these recent improvements are sustained over time. The curriculum is rich and varied. Leaders and governors have thought carefully about what they want pupils to learn. Many subjects are well planned and sequenced, including mathematics, science, and art and design. Systems to monitor these subjects are effective. However, procedures to check how well pupils are achieving in physical education (PE), modern foreign languages and music are less well developed. Children are keen to learn and poor behaviour rarely disrupts learning. Leaders make sure that the teaching of reading is given high priority. Teachers are knowledgeable and enthusiastic. They focus on developing pupils’ fluency and understanding. They also work on increasing the words that pupils know. Pupils have access to high-quality texts. Many of these books deepen their knowledge of other subjects. However, leaders recognise that more could be done to raise the profile of reading in the learning environment across the school.