The leadership team has maintained the good quality of education in the school since the previous inspection. You provide strong and purposeful leadership and are highly ambitious for the school. You continually strive to improve all aspects of the school’s work and have driven improvement rapidly since becoming headteacher. Governors and staff share your vision and determination to provide the very best education for every child. As a result, the pupils arrive full of enthusiasm in the morning, ready to learn, anticipating another exciting day with their friends. You and your governors have an accurate and in-depth understanding of the school’s strengths and areas for development. No time has been wasted in tackling the improvements identified both by yourself and the previous inspection. With an absolute focus on improving pupils’ personal development, you ensure that pupils make good progress academically. You check pupils’ progress each term and analyse the work in their books with your leadership team. As a result, you know precisely how much progress pupils are making and quickly identify those in danger of falling behind and put in place appropriately targeted support programmes. This approach is helping to ensure that pupils transfer to their next school with particularly strong skills in reading and writing. Your drive to improve the teaching of mathematics, identified at the previous inspection, is resulting in current pupils making faster progress than previously was the case. Teachers have taken on board the challenges of delivering the new mathematics curriculum. They plan lessons which deepen pupils’ learning and their understanding of number. Pupils confidently tackle the harder work and have risen to the challenge of the increased demands. Work in pupils’ books confirms that teachers have significantly raised their expectations of what pupils can achieve. However, you and your staff are never complacent and recognise that there is further work to do to ensure that all gaps in pupils’ mathematical understanding are closed. Safeguarding is effective. You and your governors are rigorous in implementing the school’s agreed safeguarding policies and procedures. There is a strong culture in the school of keeping pupils safe and secure. All staff receive the training they need to be able to recognise and act on signs of risk or possible harm. The strong relationships you have built with outside agencies are effectively supporting your work with the most vulnerable pupils. You follow up concerns assiduously and provide strong support to families when appropriate. Pupils feel safe and very well looked after. The recent esafety awareness week has equipped pupils well to keep themselves safe when using the internet. Parents are glowing in their praise for the work you do with their children. Governors are diligent in checking pupils are safe. They ensure that all staff are appropriately checked before taking up their appointment. They have received the training they need to undertake their roles effectively. This includes training for staff on the government’s ‘Prevent’ duty. Consequently, staff know how to protect pupils from the risk of exposure to extremist views and opinions. All leaders have ensured safeguarding arrangements are fit for purpose and that detailed and high-quality records are maintained. Inspection findings Since taking up your appointment in September 2014, you have taken decisive action to strengthen the impact of the school’s work. You are never complacent and, together with your staff and governors, you continually seek to improve the quality of teaching, learning and assessment to ensure the already high standards continue to rise. You have focused rigorously on the achievement and learning of disadvantaged pupils. You identified that this group of pupils in Year 2 did not achieve well enough in the end-of-year tests in 2015. As a result, you have made sure that they are given the highest priority. Staff check and record their learning each week and immediately identify any pupil at risk of falling behind. Swift, well-targeted support is planned and implemented to help them catch up. The school’s records confirm that most of these pupils are now making similar progress to their peers. However, although the most able, disadvantaged pupils are now making much faster progress than in the previous year, you are determined to speed progress even further, particularly in writing, to ensure they achieve their full potential. The school’s monitoring records confirm that leaders routinely check the learning and progress of pupils. However, visits to lessons and checks on the quality of teaching do not focus sharply enough on the achievement of groups, including the disadvantaged pupils. As a result, teachers do not receive the specific guidance they need to improve these pupils’ learning even further.