The leadership team has maintained the good quality of education in the school since the last inspection. Upon entry to your school, it was clear that you and your staff have created an environment where all pupils are encouraged to have the confidence to contribute to learning and celebrate their successes. Parents and carers speak highly of the care and support all pupils receive at the school. Pupils speak confidently about how they enjoy being challenged and encouraged to ‘not give up’. They have a full understanding of what the term ‘growth mindset’ means to them. You have dealt with the recommendations made at the time of the previous inspection of your predecessor school. Pupils are given the time they need to practise and develop their skills. Teachers consistently provide them with the guidance they need to improve their work and meet the learning challenges they have been set. You have ensured that there is a focus on improving pupils’ writing across all year groups. This has resulted in pupils making good progress in their writing across the full range of the subjects and topics they study. Phonics teaching is engaging. Teachers focus on the important techniques which are required for pupils to make good progress in their learning. Pupils sound out words and recognise them in their reading. Teachers set high expectations in the classroom of all pupils. In all lessons observed and all books scrutinised, teachers provide pupils with learning challenges. These challenges very clearly identify the success criteria which pupils need to meet if they are to deepen and extend their learning. Pupils respond well to this approach, and they told me that they think it is a useful part of their learning. It helps them to focus on the tasks and what they want to achieve in each lesson. Teachers support pupils in their learning by providing them with written and verbal guidance. This helps them meet learning challenges which pupils may find demanding. Teaching assistants are used skilfully by teachers to support the learning of those pupils who require appropriate prompts and guidance. They successfully encourage pupils to engage in their independent learning. School leaders have worked closely with leaders in the multi-academy trust to establish an accurate view of the strengths, and areas where more development is required in the school. Leaders’ evaluations closely agree with my findings from this inspection. In the lessons I observed, pupils’ attitudes to learning were exemplary. Pupils were keen to contribute to their learning through their responses to questions and the tasks teachers set for them. Pupils’ workbooks I scrutinised were well presented too. Pupils told me that they appreciated the support they get from teachers and from each other. They said that during social times and around the school, they get on well together. They are enthusiastic about the outside play and learning facilities, which they make use of during the lunch break. These outside play sessions are supervised and structured by school staff. Pupils talked confidently and proudly about the school, and agree it is one of the best schools they know of. Published information indicates that attainment at the end of key stage 2 continued to be average in 2018. However, pupils’ progress in reading was less strong, and too few pupils have achieved the higher standards in reading which you are aiming for. You have responded by ensuring that reading and the development of language and literacy is at the heart of everything you do. You and your staff work effectively with parents and carers. Together, you support children’s learning, and, their reading. The ‘everybody, every night’ approach to reading is embedded in the culture of the school. Parents, carers, staff, pupils and governors talk about the approach fluently and recognise its importance. The school’s achievement information, and my scrutiny of pupils’ workbooks, reading diaries and listening to pupils reading, showed me that overall, current pupils are making good progress in their reading. Pupils read well at your school, using their skills in phonics to access books that interest and engage them at appropriate levels. Published information in 2018 also indicated that the number of pupils achieving the expected standard in phonics was lower than you were aiming for. You have responded by having a clear view of what good teaching of phonics should be. Teachers are using a combination of structured sounding and blending techniques, along with lively activities, to encourage pupils to develop their phonics skills effectively. During the inspection, I was able to observe this at first hand. Pupils are making good progress in their phonics, enjoying the sessions and participating in every activity with enthusiasm.