You have maintained the good quality of education in the school since the last inspection. In 2016, the proportion of pupils, including the most able, in Year 6 and Year 2 achieving the expected standards in reading, writing and mathematics was higher than the national averages. Most areas for improvement identified at the time of the previous inspection have been dealt with effectively. The school’s assessment system is used effectively by leaders at all levels. They use the information generated about pupils’ attainment and progress to measure the impact of whole-school initiatives to raise pupils’ standards. Following the unusually high turnover of staff over the last year, you have managed to make a number of new appointments. You have rightly identified that the recruitment of teachers early in their career has resulted in some minor inconsistencies in the quality of teaching. With the retirement of the longstanding deputy headteacher, you and the governors have successfully increased the school’s leadership capacity. The two new deputy headteachers demonstrate the skills required to support you in continuing to improve the quality and consistency of teaching and learning across the school. Leaders’ accurate analysis of the 2016 results identified the weaker progress of pupils with lower prior attainment from the early years across key stage 1. Additional support has been put in place in the present Year 1 to address this. As a result, pupils are making secure progress through vocabulary-enriching language and number-consolidating activities delivered by skilled staff. Recent assessments indicate that this group of pupils is back on track to meet the expected standard by the end of key stage 1 for reading, writing and mathematics. Through clear self-evaluation, you and other leaders have highlighted the use of pupil premium funding as a focus for school improvement. The school subsidises places in breakfast club and after-school provision for pupils eligible for the funding to ensure regular school attendance. Early morning lessons for English and mathematics are also held daily for disadvantaged pupils who are at risk of not meeting age-related expectations in key stage 2. Leaders regularly measure the impact of this support using the school’s assessment system. This tracking clearly shows that these interventions result in the improved progress of disadvantaged pupils in reading, writing and mathematics. The 2016 results show that differences in achievement diminish between the school’s disadvantaged pupils and other pupils nationally by the end of key stage 2. This is across all the core subjects, but particularly in reading and mathematics. Consistent behaviour management is a strength at Danegrove Primary. The school’s values underpin the work of staff and governors. Pupils understand how these values help them develop as young people who contribute to the wider community. Pupils say that they feel safe at school because they are confident that all staff deal effectively with the rare incidents of negative behaviour. Pupils who have been at risk of exclusion in other settings integrate well in their classes because of high expectations set by staff, the secure behaviour systems and strong role models from their peers. This results in well-mannered pupils who are polite and show respect to each other and adults. Safeguarding is effective. The leadership team, including governors, has ensured that all safeguarding arrangements are fit for purpose and records are detailed and of a high quality. Induction for staff joining the school is thorough. Rigorous scrutiny of the background of each new staff member is part of the safer recruitment process routinely carried out by school leaders, including the safeguarding governor. Safeguarding training is up to date, including that relating to female genital mutilation, child sexual exploitation and the duty to protect pupils at risk of radicalisation. Consequently, staff are confident in following school procedures when raising concerns. The school’s robust system ensures that child protection has a high profile. Leaders work efficiently with the local authority where cases require further investigation. Attendance figures for all pupils are reported alongside their academic achievement. This successfully develops parents’ understanding of the importance of regular school attendance. The attendance team analyses information thoroughly to identify pupils at risk of high levels of absence. Leaders ensure that these families are given effective support. Where this has been successful, pupils’ attendance improves. Currently, attendance levels are above the national average.