The leadership team has maintained the good quality of education in the school since the last inspection. Leaders and governors have made sure that key priorities for improvement from the last inspection have been addressed. You have taken on the leadership of the school and have successfully reorganised the leadership team. You have managed a period of high staff turnover over recent years and made sure that teaching, and pupils’ outcomes and behaviour, remain good. You have been particularly successful in uniting the staff through a shared understanding of your ambitions for the school. As a consequence, there were very few changes in teaching staff at the end of the summer term 2015. Together with senior leaders, you check the quality of teaching and pupils’ progress very regularly. The senior leadership team is quick to identify where teaching can be improved and provides additional support and guidance where they are needed. Well-selected training as well as opportunities for teachers to observe high-quality teaching and share best practice all help to secure improvements. As a result, inconsistencies identified at the time of the last inspection in teachers’ feedback on pupils’ work have been robustly tackled. Developing the role of middle leaders was a priority for improvement following the last inspection. Middle leaders now contribute fully to driving improvements within their areas of responsibility. For example, through careful leadership of the school’s approach to teaching phonics (the link between letters and the sounds that they make), the proportion of pupils reaching the expected standard in the Year 1 phonics screening check has improved year on year and is above average. You have made sure that additional funding is used carefully to promote the learning of disadvantaged pupils so that they make similar progress in reading, writing and mathematics to other pupils at the school and nationally. Disabled pupils and those who have special educational needs, including pupils in the special educational needs resource provision, benefit from additional support that is carefully tailored to their individual needs. They also make strong progress in their learning. Although the most-able pupils make good gains, you are aware that teachers’ expectations of the most able are not always sufficiently demanding across the school. Pupils told us that they like attending school because learning is fun. Pupils behave well in lessons and around the school. They are polite and friendly. They enthuse about the many outings and visits that the school organises. The wide variety of extra-curricular clubs that pupils can choose, such as chess, cheerleading and street art, promote their interests and are very popular. You have made sure that pupils learn a broad and balanced range of subjects. Particular highlights are cooking, gardening, art, and learning to play a musical instrument, all taught by specialist teachers. The last inspection found that the governing body could do more to check the quality of the school’s work. Since then, governors have made effective changes to the way the governing body is organised. They have successfully recruited new members with relevant expertise to support the school’s work. Governors have undertaken training to support them in their roles. They understand the school’s performance information and ask searching questions of you and the school’s senior leaders to identify where further improvements can be made. Safeguarding is effective. The leadership team has ensured that all safeguarding arrangements are fit for purpose and that records are detailed and of high quality. Staff have a secure knowledge and understanding of up-to-date guidance and procedures as a result of regular training. This includes recognising possible warning signs that a pupil may be at risk of female genital mutilation or radicalisation. Leaders have made sure that pupils know who to speak to if they have any safeguarding concerns. Pupils have a clear understanding of measures they can take to keep themselves safe from harm, for example, when using computers and information technology. They are confident that adults at the school will help them very swiftly should any problems occur. The governing body checks safeguarding arrangements regularly. Members of the governing body also attend training on a wide range of safeguarding aspects, including the safe recruitment of staff, e-safety and preventing radicalisation. They are alert to risks of grooming and child sexual exploitation.