The leadership team has maintained the good quality of education in the school since the last inspection. The school has had a period of temporary leadership arrangements during which both you and your deputy headteacher have held acting positions. Since your appointment as the headteacher in May 2019 you have made a significant impact through a whole range of improvements. Pupils make good progress in reading, writing and mathematics. In the past three years, by the time they reach the end of Year 6 pupils have achieved progress above the national average in all areas. To complement this, you and your team continue to provide excellent opportunities for the social, moral and emotional development of the pupils in your care. As a leadership team member stated, ‘We are here to serve the pupils in every way we can.’ Pupils are happy and well cared for at the school. They know that staff will always listen to concerns and act upon them promptly. Vulnerable pupils are given appropriate and timely support. Pupils particularly enjoy the leadership opportunities that are on offer, for instance as restorative and sports ambassadors, members of the eco committee and house captains. They are proud of their school and enjoy the learning opportunities that their teachers plan for them. The work to support the pupils’ emotional well-being is a significant strength of the school and appreciated by the whole school community. Pupils spoke warmly of the opportunities they have to be involved in their nurture groups. Many pupils repeated the slogan ‘happy mind and happy me’. Through this work, and the support they get from the school counsellor, they understand the need to take care of themselves and each other. Parents are highly supportive of the school’s work. Parents I spoke with told me how much their children enjoy coming to school. As one parent said, ‘We are blessed for our children to attend such a lovely school.’ Parents also expressed appreciation for the many opportunities in the curriculum to enrich their children’s learning. The school is very much at the heart of the community and this was evident in the high attendance at the pupils’ production of ‘Beauty and the Beast’. Links with the infant school are very positive and this supports both the pupils and parents well. Good relationships and the regular meetings between staff of the two schools mean that transition arrangements are seamless. You have also ensured that there are positive links with the diocese and local authority. Through these, you benefit from a whole range of professional development which has helped improve the quality of leadership and classroom practice. You are involved in and a significant contributor to a range of school clusters. At the previous inspection, senior leaders were asked to build on existing strengths in teaching to raise pupils’ achievement further. Inspection evidence shows that teaching and learning continue to be good, with some strong practice. Teachers set work that builds on what pupils already know and understand. They are very skilled in providing activities and organising the learning to enthuse pupils. For example, Year 6 pupils were completely engaged in acting out their own interpretations of scenes from ‘Beauty and the Beast’. Teachers have high expectations of pupils’ conduct, and relationships in the classroom are excellent. Teachers are knowledgeable, use the technical terms associated with each subject accurately and expect pupils to do the same. They question pupils well, both to make pupils think deeply about their learning and to check on their understanding of new ideas. Teachers identify and correct any misconceptions effectively. In key stage 2, teachers encourage pupils to provide extended oral answers. As a result, pupils are able to explain their thinking clearly and eloquently and carry this through into their talk with their peers. For example, Year 6 pupils developed some high-level vocabulary to write a diary entry about the blitz. The pupils understand that they have to work hard in each and every lesson. They try their best, cooperate well in learning and take pride in the presentation of their work. Teaching assistants make an impressive contribution to pupils’ learning, both when they lead small groups and when they support learning in the classrooms. They question pupils skilfully, and present ideas in alternative ways. They help pupils with special educational needs and/or disabilities to understand how they can achieve their individual next steps in learning. The governors of the school play their part. They appreciate the work that the leadership team do and are very thorough in ensuring that standards are maintained and that all leaders are challenged to improve further.