The leadership team has maintained the good quality of education in the school since the last inspection. Since your arrival in January 2015, you and your staff have worked hard to create an environment that is bright and inviting where pupils feel safe and enjoy their learning. You have focused on developing teachers’ skills in matching pupils’ learning to their needs. This is reflected in the good and improving progress that current pupils make, especially in English and mathematics. You have successfully addressed the areas for improvement from the previous inspection report. Current pupils in key stage 1 make good progress in mathematics. Your subject leader for mathematics has introduced the use of floor books to capture the many opportunities that teachers give pupils to use their reasoning skills. There is good evidence in their work in class that pupils are developing these skills well. You have improved the quality of teaching since your arrival, tackling underperformance by staff when necessary. You have also established more rigorous meetings to check on pupils’ progress, increasing teachers’ accountability and securing improved achievement, especially in mathematics and English. You now recognise that there is a need to accelerate pupils’ progress even further and you and your staff are ambitious to pursue this. You recognised that in 2016, Year 2 results in English and mathematics were not as good as they should have been. You adapted your school’s improvement plan to address the issues that the information raised and have been successful in producing better achievement among current pupils, as evidenced by pupils’ work and by the school’s own assessment information. You acknowledged, however, that your improvement plan does not contain success criteria that precisely measure pupils’ expected achievement. Governors know the school’s priorities well and provide strong challenge and support. They hold you to account well, asking searching questions in governors’ meetings to ensure that the school provides a good quality of education to its pupils and you spend funds effectively. I held a conversation with members of staff and analysed their responses to the online survey. It is very clear that the large majority are very positive about the school and recognise the improvements that leaders have brought about since the last inspection. They appreciate the training that you and your senior leaders provide and find it beneficial. Typical comments included recognition of the ‘clear leadership, structure and guidance’ that you provide. The group of Year 6 pupils with whom I spoke overwhelmingly said that they enjoy school. They spoke articulately and enthusiastically about the variety of sports activities that you provide, such as tennis, football and rounders, and were particularly keen to tell me about the annual ‘teachers versus pupils’ rounders match. They look forward to the educational visits you organise for each year group. They enjoy raising funds for various charities and they appreciate the roles of responsibility you give them, such as pupil leaders and play leaders. All of these opportunities contribute well to pupils’ all-round development and progress. The majority of parents who responded to Parent View, Ofsted’s online survey, were positive about the work of the school. They typically noted that their children are happy at school and that staff are ‘caring, friendly and welcoming’. The local authority adviser and the external consultant whom you have commissioned both understand the strengths and next steps for the school. They provide an appropriately light, though effective, level of support that reflects their confidence in your skills as headteacher. Safeguarding is effective. The leadership team has ensured that all safeguarding arrangements are fit for purpose and records are detailed and of high quality. You have an electronic system that you use to record all safeguarding concerns thoroughly. You respond promptly, following up concerns with external agencies when necessary. There is a strong culture of safeguarding in the school. You and your staff are knowledgeable about how to keep pupils safe. Staff understand the various signs of abuse and how to report any concerns. Pupils understand different forms of bullying and say that incidents are rare. They feel safe in the knowledge that members of staff will listen and act effectively if they have problems.