Pupils enjoy their time at this school. They feel valued and cared for. Pupils achieve well academically and personally. Staff expect all pupils to work hard and behave well. Pupils live up to these expectations. They are kind and polite to each other and with staff. Playtimes are good humoured. In lessons, pupils listen carefully and try their best. The pupils who I spoke with said that they feel safe in school. They said that bullying is rare. Pupils said that if it did happen, teachers will deal with it promptly. Pupils participate in a wide array of after-school clubs, such as dance, music and drama. They enjoy learning outside in the wooded area near the school. Pupils are proud to belong to the school orchestra. They take part in yoga and meditation sessions which help them to relax. Pupils are enthusiastic about the daily one-mile run around school and the ‘Wednesday Wiggle’. They said this exercise has improved their fitness and helps them to concentrate better in lessons. Parents and carers are very supportive of the school. A typical comment was, ‘Staff are approachable and encourage the children to try their best.’ What does the school do well and what does it need to do better? The headteacher, since his appointment in September 2018, has wasted no time in improving the quality of education at the school. He is well supported by the new deputy headteacher. Senior leaders have worked closely with staff to develop an ambitious and interesting curriculum. Teachers use their strong subject knowledge to help pupils learn well. Pupils with special educational needs and/or disabilities (SEND) are included in all aspects of the curriculum. Staff work together to ensure that these pupils receive effective support. Leaders have made reading a high priority. Pupils read daily in school. Older pupils enjoy reading to younger pupils. Any pupil who needs to catch up with their reading receives plenty of help. Most pupils become fluent in reading by the time they leave school. However, leaders know that some of the books that Year 3 pupils read do not match the sounds that they know. Consequently, some books are too hard or too easy for these pupils. Leaders also recognise that some of the books which older pupils read are not matched well enough to their reading ability. Leaders have improved the range of books available in classrooms. In addition, they have purchased a structured reading programme, which includes a range of high-quality texts. This is currently being introduced in all year groups. Pupils do well in mathematics by the time they leave Year 6. Topics are taught in a logical order. The subject leader checks how well the curriculum is delivered. Pupils know more and remember more because their knowledge builds on what they have learned before. Pupils develop their number skills well. The curriculum in most subject areas is well planned. Leaders have identified the knowledge and skills they want pupils to gain. In science, pupils used their previous learning, and their findings from a residential visit to Whitby, to explain how natural selection and evolution occurs. The curriculum in some subjects, such as history, has been developed more recently and has not had time to be fully implemented. Leaders have identified that further work is required to embed these changes. Pupils move calmly in and around the school. They work hard in lessons. Pupils attendance is above the national average. Pupils learn about different faiths through visits to places of worship. This helps pupils to learn about the importance of treating all people with respect. Pupils enjoy taking on responsibilities, such as peer mentors and working in the school library. They benefit from a very wide range of sports and residential visits. Leaders are considerate of staff workload. Staff welcome the training that they receive to develop their subject knowledge. Many governors are new. They are attending training courses to improve their understanding of their responsibilities. Governors are aware of the school’s strength and priorities for improvement.