The leadership team has maintained the good quality of education in the school since the last inspection. You are highly committed to your school and hold dear the belief that every pupil deserves the best. In the case of the most vulnerable you „go the extra mile‟ to ensure that pupils have what they need to thrive in school. Over the years you have built up a strong relationship with the local community. This is because you understand the school‟s important place at the heart of the community. You have also galvanised staff so that they share your high ambitions for pupils in the school. Middle leaders strive to improve their work because they feel empowered to do so. They report that they feel trusted to lead and encouraged to explore new ideas and ways of working. Consequently, they relish opportunities to work with external partners and share the fruits of their learning with other staff back in school. The growing effectiveness of middle leaders is evident in the quality of their action planning and their monitoring of pupil progress. The governing body shares your high aspirations and commitment towards vulnerable pupils. They are knowledgeable, astute and confident in their work. This means that they act with conviction and provide you with the necessary degree of challenge that aids the school‟s continual improvement. Governors bring a range of skills and experience to their roles and understand the increasing importance of what they do. To this end, they recruit carefully and ensure that new governors have the necessary skills and attributes. I found evidence to support the comment from the chair of governors, who told me, „We‟ve raised our game since the last inspection.‟ You benefit from a positive relationship with governors. They support you in your work as well as hold you to account. This open relationship means that governors are encouraged to interrogate the school‟s performance information. This helps them to have strategic oversight of areas for development. Staff and governors feel it is important to „look outwards‟. Yours is not an insular school. This is because you recognise the importance of working with other professionals and advisers to keep up to date with current practice and new ideas. Being part of a federation with another primary school and also a member of the Three Valleys Learning Partnership has helped to strengthen aspects of the school‟s work. You have been assiduous in your efforts to tackle the areas for improvement from the last inspection. Pupils‟ achievement in mathematics has risen and continues to improve. This is because leaders are focusing their efforts on ensuring that teaching enables pupils to develop their knowledge and understanding to a greater depth. Pupils are being presented with more opportunities to solve problems, and develop their reasoning and fluency. Pupils are now more adept at improving their work. This is because feedback from staff better enables them to identify their mistakes. It is also because tasks are planned to incorporate different levels of challenge which encourage pupils to stretch themselves. Your leadership has fostered a fully inclusive school culture. Staff get to know pupils well and ensure that they are well looked after, regardless of background, ability or need. Behaviour is good because pupils are treated with respect, dignity and kindness. However, a few pupils said to me that the behaviour management system is not always effective in helping pupils to resolve friendship issues. Pupils are ordinarily happy, confident and comfortable in school. They enjoy the stimulating teaching they receive. They also respond well to the exciting, colourful and informative wall displays, which proudly „shout‟ about how much fun learning can be. Consequently, pupils achieve well by the time they leave the school at the end of Year 6. Pupils‟ achievement in 2016 was in line with the national average in writing and mathematics. In reading, pupils‟ achievement was in the top 10% of schools nationally and, therefore, well above the national average. At the beginning of the inspection, we agreed on the key lines of enquiry to be considered during the day. These included establishing the effectiveness of actions taken to ensure that different groups of pupils achieve to the best of their ability at key stage 2. We also considered the effectiveness of actions to improve the attainment of pupils in reading and writing at key stage 1, particularly the standards reached by middle-ability pupils. Furthermore, we considered whether safeguarding is effective. These lines of enquiry are considered below under „Safeguarding‟ and „Inspection findings‟.