The leadership team has maintained the good quality of education in the school since the last inspection. You have managed the significant changes that have occurred at the school since your arrival in 2014 extremely well. Changes to the school catchment area have increased pupil numbers, from 190 to 243. Weak practice has been robustly tackled, including inaccuracies in assessment judgements. Leadership potential has been developed, enabling staff to gain promotion elsewhere. As a result, substantial staff change has occurred. Through your careful and diligent leadership during this period, the quality of teaching has been maintained and, in many instances, improved. Your school is a happy, caring and positive environment. Pupils enjoy the many opportunities that are available to them, including the Forest School and visits to the well-stocked library. The care and attention to detail you provide is evident in the high-quality case studies that demonstrate clearly the impact of school initiatives on individuals, such as developing their mental health and well-being or the promotion of good reading habits. Parents are extremely positive about the experiences their children are offered and they fully support your work. Staff are equally positive about the improvements that continue to occur at the school. Alongside your strong commitment to developing pupils’ personal qualities sits an equally determined ambition that pupils will do well academically. The changes made to leadership and governance have undoubtedly left your school in a much stronger position than several years ago. You and your team can move forward confidently in pursuit of full consistency in the quality of teaching and pupils’ outcomes. All those spoken to during the inspection understand that, above all else, you must now maintain the momentum and rigour shown in the last year to ensure that the ways of working that you have introduced have maximum impact over time. You and your leadership team have worked tirelessly to tackle the issues from the last inspection. Significant investment in the physical environment has improved the range and quality of opportunities available for children in the early years. Children therefore learn and play together well at different times, inside and outdoors. A small number of lower-attaining pupils are not receiving support that is effective in helping them to progress well from their starting points in their writing. You are aware of this issue and have appropriate plans in place to address this issue. In the past, published data has not compared favourably to the national performance measures. You and your leadership team have implemented the systems and processes needed to address the issues identified and raise the overall quality of teaching and learning. The clear framework of accountability ensures that these ways of working now exert maximum influence over the quality of teaching. Teachers are benefiting from the training, coaching and mentoring on offer. There is clear and tangible evidence in pupils’ learning and work that leaders’ actions are resulting in improved provision and outcomes. Work in pupils’ books indicates that pupils’ current progress is at least good; it is sometimes better than this for disadvantaged pupils. Safeguarding is effective. All involved in the school community are highly committed to keeping pupils safe. You have developed a culture where all staff are vigilant about the safety of pupils. Staff are perceptive in identifying when pupils could be at risk of harm from the moment they start school. Training for safeguarding and child protection is up to date, regular and welcomed, enabling staff and governors to discharge their duties fully. Staff are prompt and confident in reporting any concerns and supporting families in wider issues such as bereavement. Pupils and parents are very confident that issues are followed up. Your strong emphasis on pupils’ personal development promotes their positive behaviour, with respect and courtesy as the norm. Effective links are evident with outside agencies to cater for any vulnerable pupils. Very positive relationships across the school community mean that pupils trust staff to listen to their concerns, particularly the staff that supervise them at lunchtime. Pupils know how to use the internet and social media safely and responsibly and understand that the school is a safe and harmonious community. Governors regularly check that the school’s safeguarding processes are working well and that all necessary checks are made to confirm that those who wish to work with children are suitable. Overall, the leadership team has ensured that all safeguarding arrangements are fit for purpose and of a high quality.