The leadership team has maintained the good quality of education in the school since the last inspection. You, other senior leaders and governors all know the school well and have pursued high aspirations to help all pupils achieve their potential. Staff enjoy working at the school and are proud to be part of a successful team. Collectively, you have the trust of parents, carers and the wider community to lead the school forward. The strengths recognised at the previous inspection included strong leadership and the good quality of teaching and pupils’ progress. The early years, pupils’ attitudes and behaviour and the partnership with parents were also described as strengths. Inspectors identified the need to ensure that assessment information is used to plan work at the right standard and the most able pupils are challenged consistently. Leaders have reviewed how assessment information is managed. Staff know pupils very well, and, as a result, most work is matched closely to pupils’ abilities. As a consequence of greater challenge in reading, writing and mathematics, the most able pupils now attain higher standards than in other schools nationally. However, some of the most able disadvantaged pupils do not do as well as their classmates in writing and mathematics. Since the previous inspection, leaders and governors have continued the process of development planning and self-evaluation, to highlight priorities and help make the school even better. For example, you have recognised accurately the need to focus on accelerating progress in phonics and improving disadvantaged pupils’ outcomes. Governors routinely ask searching questions and spend time in school. They monitor the plan’s progress carefully. Consequently, the school is constantly improving and staffing and resources are targeted effectively to raise standards. Leaders have created a rich curriculum, with close links to the local community. Pupils take part in local events such as Horley in Bloom and the Horley Carnival. During our visits to classrooms, we saw examples of enthusiastic teaching motivating pupils to take part in a wide range of exciting tasks. Pupils enjoy making biscuits to sell to their parents after school, writing about dinosaurs, solving number puzzles and undertaking outdoor activities such as ‘forest school’. Staff question pupils skilfully to help them think more deeply about their work and to learn quickly. Pupils like working together and talking about what they are learning. As a result of good teaching, most pupils are making good progress in reading, writing and mathematics. However, as we agreed, too few of the most able disadvantaged pupils attain high standards in writing and mathematics. Pupils are known as individuals and supported successfully to take part in school activities. The whole staff team works closely together to make sure that each pupil gets the support that they need. Pupils are cared for well. As a result, they settle into school quickly. Pupils behave well and are happy at school. One parent commented: ‘My children bounce into school.’ Pupils are polite, holding doors open and greeting visitors confidently. Pupils are keen to talk about their school and speak enthusiastically and happily. They appreciate the wide range of extra-curricular activities provided. These include cookery club, gardening, cricket and football, all of which promote a healthy lifestyle and support pupils’ progress in a range of subjects. Safeguarding is effective. Leaders have ensured that safeguarding arrangements are fit for purpose. Staff are trained at the right level to match their roles. They keep detailed, up-to-date records. As necessary, leaders work with outside agencies to provide effective support for pupils and families. Staff know how to keep pupils safe and what to do if they have a concern. The curriculum teaches pupils how to stay safe. For example, pupils know how to use the road safely and ‘how to stay safe online’ leaders monitor the use of the internet in school rigorously. Pupils are confident they can talk to staff if they have any concerns and know that action will be taken. The school has been awarded a silver anti-bullying charter mark, and incidents of bullying and racism are rare. As a result, pupils are safe and feel safe. Parents find school staff very approachable and are happy to ask questions and raise any issues. Parents know that effective action will follow. Leaders provide before-school and after-school clubs to extend learning beyond the school day and to meet the changing needs of families. This is appreciated by parents. All staff and parents who completed Ofsted’s online questionnaires are confident that pupils are safe at school.