The leadership team has maintained the good quality of education in the school since the last inspection. Since the previous inspection, the school has been through a period of rapid growth. There are now far more pupils at the school and many new members of staff have joined the staff team. You have managed the school well during this period. You are ably supported by a team of senior leaders. Their arrival has strengthened the quality of leadership and capacity for further improvement. The school is a happy, inclusive community where everyone is valued. Pupils have a good understanding of the school’s values such as forgiveness, honesty and friendship. The school’s partnership with parents and carers is a strength, and the vast majority of parents are highly positive about the school. As one parent commented, ‘My child is thriving, excited about learning and enjoys school life.’ The early years is a bustle of activity. The stimulating environment, strong teaching and rich learning opportunities enable children to make a good start. Relationships are warm and nurturing. Children achieve well and by the end of the early years a higher-than-average proportion attains the expected ‘good level of development’. In key stage 1, pupils make good progress, and the proportion of pupils who attain the expected standards is similar to the national average. Good teaching has led to pupils’ good attainment in the Year 1 phonics screening check. In 2017, the school had its first cohort of Year 6 pupils. The proportion of pupils who attained the expected standard in key stage 2 was below the national average. However, this was a very mobile group of pupils, and almost all of them joined the school at various times other than the usual starting point. Overall, while current pupils are making appropriate progress, disadvantaged pupils are currently attaining less well than their peers and their progress is slightly more variable. You have identified this issue as a priority on your development plans. However, these plans lack sufficient rigour. For example, they do not include clear measurable milestones or targets to enable leaders and governors to evaluate the impact of their planned actions. Pupils enjoy coming to school and appreciate the wide range of activities and out of school clubs that the school has to offer. They said that their teachers make learning fun and are kind and helpful. Pupils appreciate the valuable feedback their teachers give them about how well they are doing and how they can improve their work. Across the school, classrooms are well organised and purposeful, and relationships are positive. Attractive displays support and celebrate pupils’ learning. The vast majority of pupils are well behaved and courteous. The small number of pupils who have challenging emotional and behavioural needs are supported well. Adults are calm and measured in their approach and provide sensitive support. The school’s records show that there are very few incidents of bullying or discriminatory behaviour and that these are followed up appropriately. However, we agreed that your current records of inappropriate behaviour are not sufficiently clear. These do not allow leaders and governors to have strategic oversight of the nature or frequency of any incidents or of how well these are dealt with. You have taken effective action to address the areas for improvement highlighted by inspectors during the school’s previous inspection. Improvements to teaching have led to a significant improvement in pupils’ phonics skills and writing. In our visits to classes, we could see how well pupils were applying phonics in their reading and writing tasks. Pupils now have many more opportunities to write for a range of purposes, and teachers give suitable attention to addressing important skills such as sentence construction and punctuation. In one class, we could see pupils using checklists and targets to evaluate and improve their writing. We also saw some examples of high-quality writing that show how pupils are becoming adept at capturing the reader’s attention. One pupil wrote, ‘Just imagine you are about to do something embarrassing …’ The appointment of a team of senior leaders has strengthened leadership. Leaders make a strong contribution to school improvement through their systematic monitoring. Your effective action has led to a rise in pupils’ rates of attendance. Attendance is monitored stringently and the child and family worker provides good support to help overcome any barriers to good attendance. Attendance overall is now in line with the national average and fewer pupils are persistently absent. You have drawn on the good-quality support from the Buckinghamshire Learning Trust (BLT) to help you to improve the teaching of mathematics. This work has strengthened pupils’ calculation, reasoning and problem-solving skills. Teachers are now making sure that pupils develop a solid grounding in important mathematical concepts. You have also introduced a new way of assessing and tracking pupils’ progress. However, this is yet to be fully embedded, and you acknowledge that assessments made by some teachers are not as accurate as they need to be. As a consequence, for a few classes, the school’s assessment information does not yet provide an accurate view of pupils’ learning.