The leadership team has maintained the good quality of education in the school since the last inspection. Since joining the Lighthouse Schools Partnership in 2016, the school has worked effectively with leaders in the trust as well as external consultants. This has enabled school leaders to evaluate provision, set targets for improvement and help teachers understand how to improve outcomes. You are a well-respected leader. The support of your deputy headteacher is highly effective. Along with other leaders, you support the professional development of teachers and subject leaders. As a result, teachers provide pupils with timely and appropriate academic and pastoral support. This is improving pupils’ outcomes. Staff are motivated because they believe that leaders support them well. Staff feel respected and appreciate leaders’ consideration of their wellbeing, such as providing mindfulness sessions. The school’s broad, rich curriculum reflects the school’s vision of ‘Believing, achieving, learning for life’. For example, in addition to reading, writing and mathematics, pupils are provided with valuable opportunities to develop their skills and knowledge in environmental science, sport and music. Parents appreciate what the school provides for their children. They typically comment, ‘The school is about so much more than academic achievement’ and ‘The curriculum is fun, active and creative.’ Following some disappointing results at the end of key stage 2 in 2017, particularly in mathematics, leaders in the trust took immediate action to analyse the cause of the decline. This enabled them to provide precisely targeted support to improve teaching. As a result, outcomes improved last year, notably in mathematics. Current pupils, including disadvantaged pupils and pupils with special educational needs and/or disabilities (SEND), make good progress in all subjects. Many disadvantaged pupils and pupils with SEND are able to undertake work appropriate for their age. However, several pupils are still catching up from low starting points. You provide middle leaders with relevant training, and time out of class, in order to evaluate teaching. They undertake a wide range of monitoring activities, which enables them to identify what aspects of teaching need to improve. However, some leaders are new to their roles and are yet to consolidate their skills. It is too soon to determine if they can sustain recent improvements to teaching and ensure that pupils routinely achieve their full potential. The trust holds governors to account to evaluate the impact of the school’s work. As a result, governors ask searching questions and make focused visits, linked to the school’s priorities, to assure themselves of the school’s effectiveness. They report their findings to the trust. Adults form mutually respectful working relationships with pupils. Pupils know what is expected of them and, consequently, they listen carefully and follow instructions sensibly. This helps them to develop positive attitudes to learning. Pupils are polite and welcoming. They enjoy school and say that teachers listen to them. Pupils feel safe at school. They say that behaviour is usually good and, when it is not, adults quickly sort out any issues. You work closely with pupils who need help to manage their behaviour. For example, pupils have safe spaces to go when they are angry or upset. You have engaged specialist support to introduce ‘Pride in Play’, which enables pupils to develop positive social interactions and resolve conflicts. This is reducing the incidents of unwanted behaviour. The majority of parents are happy with the school and comment that leaders and teachers are approachable. Typical comments include, ‘I think the school is fantastic, as are the teachers’ and ‘The school listens to concerns and tailors the support it provides for children.’ However, a small proportion of parents are dissatisfied with leaders’ response to their concerns and management of behaviour. Safeguarding is effective. You provide timely updates to safeguarding training for all staff, including governors. This helps them to identify when a pupil might be at risk. Governors undertake safeguarding audits to check that safeguarding procedures are rigorous. Adults know that safeguarding is everybody’s responsibility and can explain how to refer concerns.