The leadership team has maintained the good quality of education in the school since the last inspection. When you were appointed in April 2015, some aspects of the school’s effectiveness were not as good as when the school was inspected in 2013. The 2014 end of key stage 2 tests and assessments showed a notable improvement in writing by the end of Year 6. This was in response to the inspection’s identification that outcomes in writing were weaker than in reading and mathematics. However, the improvement was not sustained into 2015. The results of the Year 6 statutory assessments undertaken in May 2015 showed a significant decline in writing. In addition, there had been a significant decline in mathematics. Pupils’ progress in this subject was below average and particularly weak for disadvantaged pupils and pupils who had special educational needs and/or disabilities. The 2015 test results also showed that in reading, writing and mathematics, disadvantaged pupils’ progress was generally slower than that of other pupils nationally and in the school. You identified mathematics as the most urgent priority for improvement and the actions you instigated were very successful. Any ineffective teaching was dealt with robustly. Staff training ensured that teachers were better prepared to teach the more exacting content of the new mathematics national curriculum. The impact was clearly evident in the 2016 key stage 2 mathematics results. Despite the bar having been raised in terms of the standard pupils were expected to reach, attainment improved to above average and all groups of pupils made at least the expected progress from their prior attainment at the end of key stage 1. Under your leadership, the teaching of phonics has continued to improve. In 2016, a very high proportion of Year 1 pupils attained the expected standard in the phonics screening check. This included all disadvantaged pupils and all pupils who had special educational needs and/or disabilities. Highly effective teaching of phonics begins in the early years and continues into key stage 1. By the time pupils start Year 3, the vast majority have attained these skills. As such, pupils are well prepared for key stage 2 work. The quality of early years provision has improved. Well-organised indoor and outdoor learning environments capture the children’s interests so that they come happily into school keen to learn. Skilled practitioners know how to move children’s learning on, including through play. Their regular assessments ensure that they are aware of the next steps in children’s learning. Consequently, the children progress well across all areas of learning. Caring relationships ensure that the children feel safe and grow in confidence. They develop independence and good social skills. By the end of Reception, the proportion of children attaining the good level of development needed to be ready for work in Year 1 is above average. You have continued to ensure that pupils benefit from a wide range of educational visits, visitors and extra-curricular activities. Comments from pupils and parents reflected their appreciation of this and the extent to which it increases pupils’ understanding and enjoyment of learning. During the inspection, pupils’ understanding of rainforests and the insects and reptiles that inhabit them was enhanced very well by the opportunities they were given to see, touch and handle these creatures. The programme of personal, social, health and citizenship education, including philosophy for children, which has been developed and embedded under your leadership, has ensured that pupils receive regular opportunities to debate spiritual, moral, social and cultural issues. The discussion I had with key stage 2 pupils demonstrated their mature insight into how laws and beliefs differ between countries, cultures and religions. The pupils showed respect and tolerance of these different views and beliefs. You have ensured a resolute focus on continually improving the quality of teaching. Your deployment of staff has been carefully considered so that there is strong teaching in all key stages. This has enabled expert support to be on hand for staff who are developing their practice, including newly qualified teachers. In discussions with pupils, it was clear that they like their teachers. Pupils’ appreciation of the time teachers give at breaktimes to talk and play with them came through clearly. This was also commented on by parents, a good number of whom specifically stated that the staff go ‘above and beyond’ their expectations.