The leadership team has maintained the good quality of education in the school since the last inspection. You and your leadership team know the strengths and weaknesses of the school and have demonstrated the capacity to make improvements. For example, pupils’ progress in mathematics at the end of key stage 2 in 2016 was below that found in other schools nationally. You made changes to how you teach mathematics. As a result, progress in 2017 had improved and was broadly average. However, you recognise that teaching can improve further to enable more pupils to achieve highly in mathematics and reading at the end of both key stages 1 and 2. Children achieve well in the early years. Staff assess the children’s phonic knowledge and adapt their teaching to ensure that children have a good knowledge of the letter sounds to enable them to read and write. The proportion of children who achieved a good level of development in 2017 was above the national average. Pupils in Year 1 have achieved higher than other pupils nationally in the phonics check over the past three years. Pupils make broadly average progress through the school. The proportion of pupils who achieved the expected levels in reading, writing and mathematics at the end of key stage 2 was broadly in line with other pupils nationally. Pupils’ attainment at the end of key stage 1 at the expected levels was above the national average in 2017. The proportion of pupils who achieved highly at the end of both key stages 1 and 2 was just below the national average in reading and mathematics, but in line in writing. Disadvantaged pupils do not attain as highly as other pupils nationally at the end of key stage 2. You and your team have created a positive climate for learning and pupils enjoy coming to school. They cooperate well with each other both in the classrooms and outside. You encourage pupils to participate in a wide variety of sports. The pupils enter many local competitions and there are clubs before school and at lunchtimes for pupils to keep active and have fun. Some pupils have been motivated by watching the England netball team train recently. The curriculum is varied and has an emphasis on enterprise and pupils are given the opportunity to raise money for charity using their own ideas. Pupils are encouraged to read at home and teachers regularly check their reading record books to ensure that this is happening. Nevertheless, some of the older pupils are not as fluent in their reading as they should be. Pupils’ scientific skills are well supported. In Year 3 pupils applied the principles of fair testing to design an investigation about tooth decay. They analysed which variables remained constant and which could be changed to complete the testing fairly. Governors know the school well and ask leaders about the progress of pupils. They are fully aware of the school’s priorities for improvement. Parents are supportive of the school and the large majority of parents who responded to Ofsted’s online survey Parent View would recommend the school to others. The school’s last inspection report asked you to improve the quality of teaching by ensuring that all staff have high expectations for the amount of work that pupils complete in a lesson. Although most teachers do expect pupils to complete an appropriate amount of work, there is some variability in key stage 1. Some teachers through the school are not consistently expecting pupils to think hard in lessons, and their expectations of what pupils can achieve can be too low. Therefore, pupils do not make as much progress as they should, particularly in mathematics. Following this inspection, I have asked you to improve the attendance and outcomes of disadvantaged pupils so they achieve as well as other pupils nationally. Safeguarding is effective. The procedures for reporting a concern are well understood by the staff. The record-keeping is detailed and prompt action is taken following concerns raised. You keep relevant staff informed. You also record the actions taken by external agencies, and the outcomes of those actions, to ensure that everyone is up to date about a child’s well-being. Staff are appropriately trained in safeguarding. Pupils have the opportunity for positive play to support their emotional well-being. Pupils say that behaviour is good and bullying is minimal. They value the messages learned in assemblies and have a good understanding of how to stay safe online and are alert to the dangers of water and train tracks.