The leadership team has maintained the good quality of education in the school since the last inspection. You are totally committed to providing the pupils in your care with high-quality education. You and your team know your pupils well. Work to support pupils’ social and emotional needs is a strength of the school. Your self-evaluation document of the school’s overall effectiveness is very well written. It is succinct, yet clearly outlines the school’s current position. It lists the school’s strengths and indicates a manageable number of pertinent areas for development. It also gives details of where the evidence for your judgements can be found. Your school improvement plan addresses the areas for development that you have identified. It clearly explains the actions that you and your team are taking, with details of the resources you need. Overall success criteria are included, alongside where the evidence of impact can be found. Following the last inspection, leaders were asked to ensure that pupils’ progress accelerated in lower key stage 2. During this inspection, I found that teachers carefully check pupils’ work and use their findings to plan future lessons. Tasks are well matched to pupils’ varying needs and abilities. Leaders use a variety of methods to check the quality of teaching. Strengths and areas for development are fed back to teachers, and support and advice is given. As a result, work in pupils’ books shows that they are making good progress. Leaders were also asked to further accelerate progress in writing, particularly for the most able pupils, in key stage 2. Work in this area has been slowed because of a number of changes in staff. There has been an increase in the proportion of pupils reaching the expected standards in writing in Year 6, year on year. However, this remains below the national average. The proportion reaching the higher standard in Year 6 also remains below average. Current school data and work in pupils’ exercise books show that the proportions of pupils working at age-related expectations and above have increased over this year. This improvement is especially marked in Year 6. However, some teachers do not have high enough expectations for what pupils can achieve. Governors have a thorough knowledge of the strengths and weaknesses of the school. They have created a concise document for parents, outlining what the school has achieved and plans for future improvement. They use reports from school leaders, published data and visits to the school to inform their decisions and to help them to provide leaders with effective support and challenge. For example, they carefully evaluate the school’s use of pupil premium funding to make sure that it has maximum effect on the pupils it is designed to support. Pupils have lots of opportunities to take on additional responsibilities. These include acting as librarians, house captains, anti-bullying ambassadors, playground pals, buddy readers and being members of the communication team. Pupils spoke with enthusiasm about a range of different subjects that they enjoy in the school. They were particularly keen to tell me about the visits and visitors that are used to enhance their learning. Year 6 pupils were able to tell me about the different activities they did on their recent residential trip and others were keen to show the work they had completed with an artist. Most parents and carers who responded to Ofsted’s online questionnaire Parent View praise the work of the school, saying that their children enjoy the school and are making good progress. They say that the breakfast and after-school clubs are excellent. One parent said: ‘Children are thriving thanks to the hard work and support of the staff.’ However, a small number of parents think that the school needs to do more to engage with parents and that communication needs to improve. Safeguarding is effective. All safeguarding policies and procedures are fit for purpose. Leaders have made sure that all staff are well trained and are given regular updates. Staff understand their responsibilities and confidently report all concerns, no matter how small. Record-keeping is clear and well organised. Actions are taken in a timely manner, with external agencies being involved when appropriate. As a result, there is a strong culture of safeguarding across the school.