Along with other school leaders, you have maintained the good quality of education in the school since the last inspection. You became headteacher in September 2014, and the school joined the Shropshire Gateway Educational Trust in January 2015. You set very high expectations for staff and these, in turn, are passed on to the pupils. Since becoming headteacher, you have driven up standards across the school and you, along with your staff, are continuously looking at how you can further improve outcomes for all pupils. Staff feel well supported in school and recognise the fact that the school is led and managed effectively. Parents appreciate the support that their children receive. Those who responded to Ofsted’s questionnaire said that they would unanimously recommend the school to others. One parent wrote, ‘The school is proactive in finding opportunities to get the children interested in learning.’ Another said, ‘I am 100% happy with the positive approach of the school to maintaining very high standards.’ Pupils spoke positively about the school. They enjoy visitors, trips and extracurricular activities, all of which help to bring the curriculum to life. For example, Year 4 pupils recently enjoyed a visit from a ‘Victorian schoolteacher’ while Year 5 pupils talked enthusiastically about trips to ‘Blist Hill Victorian Town’, Worcester University and the theatre. Pupils behave well in lessons and around the school. Older pupils said that the school’s approach to managing behaviour is understood by everyone and is applied fairly by teachers. Across the school, pupils have opportunities to take on responsibilities, for example, as book monitors or school council representatives. Pupils are proud of their contribution to school life and these opportunities help to prepare them well for the next stage in their education. You have successfully addressed the areas for improvement identified at your previous inspection. Outcomes in writing have improved and are now above those seen nationally at the end of key stage 1 and key stage 2. Pupils have regular and varied opportunities to apply their writing skills across a range of subjects. You have adapted the curriculum to help pupils develop a ‘love for learning’. Pupils of all ages have the opportunity to learn through a wide range of practical and engaging tasks that are increasingly adapted to suit their needs and interests. Effective questioning encourages the pupils to think deeply about their learning and to solve problems independently. For example, in the Nursery class, children were encouraged to test out their ideas to help them use blocks to cross the playground without touching the tarmac. In Year 2, pupils were asked to justify why two different representations of a number actually had the same value. You have focused, rightly, on developing pupils’ English and mathematics skills but you are aware of the need to develop the curriculum further so that it supports the learning of skills in relation to a wider range of subjects. This is an area for improvement. Your classrooms are bright and welcoming, and displays around the school support learning and celebrate pupils’ achievements. Over the last 18 months, there have been several changes of teaching staff. The team you now have in place demonstrates good subject knowledge and team members are highly motivated and effective at supporting pupils’ learning. However, you recognise that there are still some inconsistencies in practice across the school, which, once addressed, will improve the quality of teaching and learning even further. Safeguarding is effective. There is an effective culture of safeguarding in the school. You have created a safeguarding team which ensures that the school is a safe environment for pupils. All safeguarding arrangements are fit for purpose. Pupils are well cared for at all times and they know that the adults in school are there to look after them. Pupils said that they are taught how to stay safe, for example, when using the internet, crossing the road or riding a bike. All staff have regular and appropriate training to help them understand their responsibilities in keeping pupils safe from harm. Staff are clear about what they should do if they have any safeguarding concerns. You work with a wide range of external agencies and you are persistent in following up any concerns about a pupil’s welfare. You have a good understanding of the specific safeguarding concerns that relate to the school. Governors understand their role in overseeing the effectiveness of safeguarding and monitor the effectiveness of school procedures.