The leadership team has maintained the good quality of education in the school since the last inspection. Together with the deputy headteacher you lead a united team, in which everyone strives to achieve the best for the pupils in their care. Everyone embraces the school’s core values, and this helps to create a harmonious, cohesive school community. Morale among staff is high. All who responded to the survey agreed that they enjoy working at the school and being part of the staff team. Pupils enjoy coming to school. They all comment on how everyone is friendly and welcoming and say that this helps them to value their time in school. Pupils behave well and enjoy learning. They have positive attitudes and want to succeed. Parents are also united in their appreciation of the school. All who responded to the Parent View survey said that they would recommend the school to others. The parents I spoke to at the end of the day echoed this view. Many appreciate the way that you have developed a team of staff who listen to pupils and parents alike and are quick to find solutions to the issues that they raise. Parents also praised the nurturing environment that you and your staff have created. The atmosphere in school enables pupils to flourish. One parent described the school as ‘a haven of nurture of the best kind, developing children who care about the world and their contribution to it’. Senior leaders and governors know the school well. They have brought about many improvements in the school in recent years and have plans in place to bring about further improvement. However, these plans do not always identify exactly how the intended improvements will be achieved. Senior leaders provide staff with suitable training and development opportunities to extend their professional knowledge and improve their practice. You and the deputy headteacher have a good understanding of what constitutes effective teaching. Leaders offer precise, accurate and appropriate guidance to teachers, celebrating positive aspects of teachers’ work and pointing out ways in which they can be even more effective. Outcomes have improved in recent years, especially in reading and writing. Pupils’ progress in reading, writing and mathematics at the end of key stage 2 in 2018 were all in line with the national averages for these subjects. You have ensured that the most able pupils make the strongest progress in the school, thus successfully tackling one of the areas that inspectors asked you to improve on at the previous inspection. Pupils of middle ability have not made the strong progress of most-able pupils. As a general rule, the quality of current pupils’ writing is not consistently strong and, at times, pupils’ written work is careless. In particular, boys achieve less well than girls in writing. At the previous inspection, you were asked to ensure that leaders at all levels maintained a sharp focus on pupils’ progress when checking the effectiveness of teaching. You make good use of the recently introduced tracking system to focus clearly on the progress of individual pupils, as well as on groups of pupils. Leaders hold staff closely to account for the progress of pupils in their classes. This has contributed to improved outcomes in the school. Safeguarding is effective. The school is built on a bedrock of strong, mutually respectful relationships. Each pupil is known individually by staff and this provides a secure environment in which pupils feel safe. You have placed the well-being of pupils at the heart of this school’s work. Staff are vigilant to any signs that a pupil may be at risk, and record and report their concerns promptly. Staff have received the right training to maintain a high standard of vigilance. Senior leaders understand their responsibilities to safeguard pupils. They offer helpful support, advice and guidance to families who are going through difficult times. Pupils understand the various forms of bullying, but are clear that it happens rarely. Parents agree that on the rare occasions that bullying does occur, staff deal with it quickly and decisively. One said, ‘The environment is one that provides a very safe surrounding for the children and there is zero tolerance of bullying.’ Policies and protocols are securely in place to ensure that all aspects of safeguarding are securely in place, including checks on people who work in the school. At the start of the inspection, the single central record of these checks contained one or two minor administrative errors. However, these were quickly corrected before the end of the inspection.