The leadership team has maintained the good quality of education in the school since the last inspection. You have a thoughtful but firm approach to leadership. By keeping the quality of teaching at the centre of all developments at the school, you have had a positive impact on pupils’ learning and achievement. You have made changes to the leadership team which have improved its effectiveness. You place trust in your senior colleagues. As a result, their confidence and capabilities have grown. Many now lead or contribute to staff training activities within this school or in other local schools. Two extra classes have been added to the school this year. You have used this expansion as an opportunity to create teams of teachers in key stage 2. This is an example of your commitment to develop teamwork at all levels within the school. Pupils behave well and work with each other well. They appreciate the many opportunities you give them to take on responsibilities. For example, visitors to lessons are met by ‘class ambassadors’ who explain the purpose of the learning in their classroom. Pupils have the chance to take part in a wealth of sporting activities and other clubs. For example, an after-school mathematics club is very popular. Teachers have high expectations of pupils, particularly those pupils who enter the school with very weak communication skills. Consequently, pupils’ capabilities grow rapidly as they move through the school. Pupils’ progress in key stage 2 was in line with the national average in reading and well above average in mathematics in 2016. However, pupils’ progress in writing was lower than average. You have taken swift action to remedy this. Provisional key stage 2 results in 2017 indicate that pupils made much better progress in writing. A higher proportion of pupils now attain the expected standard in reading, writing and mathematics by the end of key stage 2. However, new approaches to writing are not yet improving pupils’ spelling as much as other aspects. You have successfully addressed the issues from the previous inspection report. You have provided effective training for staff in phonics teaching and in the use of assessment to track the progress of pupils as they develop new skills. Pupils’ attainment in key stage 1 in 2016 was below the national average. New leadership of the early years foundation stage and key stage 1 has improved the quality of teaching in these areas. Inspection evidence shows that more pupils are now attaining the expected standards in reading, writing and mathematics in key stage 1. A higher proportion of disadvantaged pupils, in particular, are reaching the expected standards. The governing body has a good understanding of the strengths and weaknesses of the school. It is effective in holding senior leaders to account for the performance of the school. For example, governors are rigorous in their approach to evaluating the school’s use of extra funding for disadvantaged pupils. A new chair of the governing body has recently been appointed. She has good experience of governance and is well placed to continue this work. Safeguarding is effective. You and your governors have ensured that all safeguarding arrangements are fit for purpose and records are detailed and of high quality. Your staff are vigilant. They carefully record all concerns they have about pupils. Your safeguarding work is effective because you know the needs of the pupils and their families well. You use this thorough knowledge to ensure that pupils get the help they require to stay safe. This includes support from the local authority and other agencies when necessary. Your checks on the suitability of staff to work with children are thorough. You provide comprehensive induction training when staff join the school and this is followed up by further training. Your communication with staff is very effective. You have instigated weekly safeguarding meetings with staff and a weekly safeguarding briefing sheet. As a result, all staff at the school are clear about their responsibilities and act on them. Pupils feel safe at school. They are taught about potential risks and how to stay safe in different situations. Pupils can describe in detail the steps they should take to protect their personal information when using the internet and social media. Pupils are adamant that bullying is rare at the school. They have confidence in their teachers to deal with any incidents that do occur. However, they also have confidence in their fellow pupils, acting as anti-bullying ambassadors, to deal with disagreements between pupils. Parents overwhelmingly agree that the school is a safe place where pupils are happy and well cared for.