The leadership team has maintained the good quality of education in the school since the last inspection. You lead a happy and inclusive school where all are welcomed and encouraged to thrive. Pupils develop a love of learning. You inspire the whole school community to work collaboratively and with enthusiasm to live out the school’s mission statement, ‘Together everyone achieves more’. As a result, pupils achieve well, particularly in mathematics, in which pupils’ achievement by the end of key stage 2 is outstanding. The vibrant curriculum planned by leaders places a strong focus on giving pupils valuable and broad life experiences, including visits to museums and different places of worship. Leaders place a very high priority on staff training and have created a collaborative and vibrant learning community. You are strongly committed to developing the skilled staff as future school leaders. Staff have a very positive view of the school and appreciate the many opportunities they have for training and to share their expertise within school and with other schools in the local authority. Several leaders in the school have undertaken study at Masters level and used their research projects to develop teaching and learning, including in reading and in the early years. This has had a positive impact on raising standards. Across the school, pupils read quality and engaging texts, and this has developed their vocabulary and raised standards in reading. The proportion of pupils leaving the school with expected standards for age in reading, in 2018, was above the national average. Children make good progress in the early years and standards have improved. Governors share your vision and aspiration for the school. They are keen for pupils’ progress to improve still further, including that of the most able pupils in writing. Governors have a wide range of skills, which they keep up to date through regular training. They use their skills to challenge and support leaders. Governors know the school well. They keep a careful check on the spending of funding for disadvantaged pupils, and for pupils with special educational needs and/or disabilities (SEND), to ensure that it is having the impact it should. The school’s improvement plan lacks some sharpness. This prevents governors from keeping a close and accurate check on leaders’ progress in school improvements, such as raising outcomes in phonics. Pupils have a very positive view of the school and enjoy their learning. This is because you have designed an exciting and engaging curriculum. Teachers plan a range of trips and experiences to bring pupils’ learning to life. Pupils in Year 3 to Year 5 enjoy annual overnight camping in the school grounds, where they take part in a range of activities, including archery and climbing. Pupils enjoy the wide range of extra-curricular activities that staff provide. You plan these carefully to ensure that they meet the needs of different groups of pupils, including pupils with SEND. A typical comment from pupils was, ‘There is something for everyone.’ Inclusion and welcome are at the very heart of the school’s kind and caring ethos. Pupils learn to respect others and value differences, including in gender and religion. Pupils value lessons about well-being and how to control their feelings. Pupils learn to value their education and are enthusiastic about achieving their attendance targets. They attend very regularly and whole-school attendance is above the national averages. Parents and carers share pupils’ extremely positive view of the school. Parents state that their children are well looked after and their various needs are met. A typical comment on Parent View, Ofsted’s online questionnaire for parents, praised the school’s curriculum saying, ‘The school offers activities that are adventurous and creative. Events around science, music, art, poetry, world heritage and other cultures encourage pupils to think independently and love education.’ Parents report that their children are very happy in school and enjoy their learning. At the previous inspection, you were asked to strengthen teaching in key stage 1. Leaders have taken decisive steps to strengthen staffing in Year 1 and Year 2, and this has had a positive impact on pupils’ achievement. The key stage leader shares her expertise with staff. Teachers benefit from a range of training opportunities. Since the previous inspection, leadership and standards have improved. The proportion of pupils reaching expected standards in reading, writing and mathematics is now in line with national averages. You have taken effective steps to improve the proportion of pupils reaching greater depth in writing at key stage 1, including effective training for teachers. The systems that leaders and staff use to check pupils’ learning and measure their progress across key stages, is still being developed across the school. Some inconsistencies remain meaning that you and the governing body do not have a precise measure of pupils’ achievements and their learning over time. You have identified this as an area for further development.