The leadership team has maintained the good quality of education in the school since the last inspection. Together with the deputy headteacher, other senior leaders and governors, you have led the school to become the happy, purposeful place that it is today. Adults and pupils alike care for each other, showing respect and kindness. You are ambitious for pupils to achieve well and to make good progress academically, but you also place a strong emphasis on developing pupils’ characters and their sense of responsibility. Senior leaders have a clear view of the strengths and areas for development in the school. Plans to improve the school are detailed and identify the impact that leaders’ actions will have on the progress that pupils make. Middle leaders have a clear understanding of their role in improving teaching and learning in their subjects. This tackled one of the areas that inspectors asked you to improve at the previous inspection. Teachers plan interesting lessons that spark pupils’ interest. One pupil in Year 4 showed great pleasure in recalling many of the things that she had learned last academic year. She was able to recall these because staff had planned memorable learning experiences, both in school and on visits to interesting places. Teachers have high expectations of pupils, and pupils, in turn, work hard, striving to do their best. Pupils achieve well in the school and make good progress, including pupils who have special educational needs and/or disabilities and disadvantaged pupils. The most able pupils make strong progress in key stage 2 and most attain the high standard at the end of key stage 2. This successfully addressed the other area for improvement identified at the previous inspection. However, leaders recognise that they need to have a sharper focus on enabling more pupils of average ability to make the strong progress needed to achieve these higher outcomes by the end of key stage 2, especially in writing and mathematics. They also understand that outcomes in phonics at the end of Year 1 are not as high as they should be. Pupils thrive on the many opportunities that they have to take responsibility, and this contributes to the school being a warmly inclusive and friendly place for pupils to learn. Older pupils take their role as buddies to the youngest in the school very seriously and this helps the youngest children to settle quickly and feel secure. I saw pupils from Year 6 spending their breaktime playing with much younger children and, in turn, setting an excellent role model for the rest of the pupils to copy. Parents are overwhelmingly positive about the school. Many enthused about the way that staff enable pupils not only to achieve well academically, but also socially and emotionally. One said: ‘I leave my child at school every morning safe in the knowledge she is getting a great start in education but also is happy and cared for.’ This was representative of the views of the parents who expressed their views on Parent View, and also of those I spoke to on the playground at the end of the day. Safeguarding is effective. Pupils are safe in school because leaders have placed the well-being of every child at the heart of the school’s work. All adults in the school have a shared understanding of their responsibility to care for pupils. In turn, pupils trust adults to take care of them. One pupil said: ‘Everyone means something to their teachers. We all feel special.’ Policies and procedures are effective and followed thoroughly. When the need arises, leaders engage with external agencies to safeguard potentially vulnerable pupils. Governors play an important role in scrutinising all aspects of safeguarding in the school. They ensure that pupils are safe wherever they are in the school and whatever they are doing. Governors also make sure that all the right checks are carried out on everyone who works in the school, so that only suitable people are allowed to work with children. Pupils learn how to stay safe in a range of situations, including online. They understand how to avoid such dangers as malware when using online technology. Bullying, including cyber bullying, is well understood by pupils, who say that it happens only rarely in school and is quickly nipped in the bud.