The leadership team has maintained the good quality of education in the school since the last inspection. Since your appointment as headteacher in April 2015, you have led the school with energy and passion, feelings which are shared across your leadership team. This is recognised by pupils and parents alike. You, other leaders and governors have an accurate understanding of what is working well and what needs to improve. This is because systems to check the quality of learning, pupils’ progress, attendance, behaviour and other aspects of the school’s work are robust and accurate. You strengthen this further through regular evaluations from other local good and outstanding schools. As a result, changes are made quickly to address any shortcomings. The school is a calm and nurturing environment where staff help pupils to develop well, academically and personally. Without doubt, pupils enjoy being at the school and they enjoy learning. They are courteous, well mannered, behave impeccably at all times and have good relationships with teachers and other adults. The overwhelming majority of parents think that the school provides a very good standard of education. They particularly appreciate the caring ethos that allows their children to thrive. One parent captured this ethos by stating: ‘This school is fantastic for my children. They look forward to school every day and are well looked after.’ Governors bring a range of skills and experiences to their roles and share the same passion and determination to excel. They have a positive impact through the support, challenge and level of questioning they afford school leaders. Together, governors and leaders provide a strong sense of purpose and direction. The school’s accurate and thorough self-evaluation recognises strengths as well as areas identified for improvement, for example improving progress in boys’ reading, particularly those in key stage 2, and encouraging the few pupils who lack confidence to write more independently. These views are supported by inspection findings. You have successfully addressed the priorities identified in the previous inspection report. In particular, your focus on key stage 1 ensuring a smooth transition from the early years so that all children are now able to learn in a style well matched to their stage of development. As a consequence, there is now a suitable level of challenge for pupils of all abilities, including the most able pupils. Safeguarding is effective. The leadership team has ensured that all safeguarding records are fit for purpose. Records are well maintained and of high quality. The single central record of recruitment checks and arrangements for ensuring that staff are suitable to work with children meet statutory requirements. The designated safeguarding lead has made sure that training for staff is up to date. Governors check safeguarding arrangements regularly. Referrals to the local authority and other agencies to report safeguarding concerns are closely monitored. The safeguarding team is experienced and knows the context of this school. Pupils say that incidents of bullying are rare, and teachers deal with them quickly. The pupils say that the school is a very friendly place, and those new to the school are made to feel welcome. They also say that the school is a safe place and they are able to talk to staff if they have concerns. Inspection findings A focus of the inspection was to establish whether the school has taken appropriate action following the 2017 key stage 2 results. These showed that pupils had made slower progress in reading and writing than in mathematics and followed a similar trend in 2016. However, the rapid action taken by school leaders indicates that the progress made by the vast majority of pupils, including disadvantaged pupils, has reversed this trend. Work in pupils’ books and our classroom observations during the inspection show that pupils are now making faster progress in reading and writing. Teachers have a good understanding of the current attainment of disadvantaged pupils in their classes and their next steps in learning. In lessons, teachers’ expectations of all pupils are high and questions are often accurately targeted to ensure that pupils make the progress of which they are capable. As a result of these strategies, differences between the progress of disadvantaged pupils and that of others are reducing over time.