The leadership team has maintained the good quality of education since the last inspection. There has been a change in the leadership of the school since then. You became headteacher in September 2015, having previously been the deputy headteacher, and you created a new senior leadership team, appointing two existing members of staff to be your assistant headteachers. You reinstated the school’s partnership with the adviser from the local authority and, with her effective support, began a programme of development, aiming to ensure a clearer focus on the areas for improvement from the previous inspection report. This programme has been effective. As a result of stronger teaching, pupils’ achievement in mathematics has improved, as is evident in recently published assessment information and the school’s own information. We agreed that the teachers in the early years could provide better opportunities for children to develop their number and calculation skills. You have made your processes for checking the quality of teaching and managing teachers’ performance more robust. This has contributed well to the growing strength in teaching. You have challenged underperformance among some members of staff. Almost all have embraced the recommendations for improvement you gave and have made positive changes to their practice. You also have a clearer and more accurate process for assessing and tracking pupils’ progress, which gives leaders a better picture of pupils’ achievement across the school. Regular pupil progress meetings enable you and your leadership team to hold teachers to account and to make sure that pupils who need extra support receive it. Teachers in the early years, as we agreed, should now develop sharper questioning to make sure children make as much progress as they can. You were not content merely to address the issues raised at the last inspection. You have, for example, recently analysed the published assessment information for 2016 and have drawn up an action plan to tackle the weaker areas of achievement that the information indicated. As a result, evidence in pupils’ work and in your own assessment information shows that there is improved progress in the early years, particularly for boys, in writing. Progress in reading and writing in key stages 1 and 2 is now good. Although most of your plan contains appropriate actions with statements about how you will evaluate their effectiveness, some parts are less precise and do not focus as sharply on the impact on pupils’ achievement. As we agreed, you should now consider a plan to address the omissions from the school’s website and ensure it remains compliant. In addition, a next step in improvement is to raise pupils’ attendance, especially for pupils who receive free school meals and those who receive support for their special educational needs and/or disabilities. A large majority of the parents who responded to Parent View, Ofsted’s online questionnaire, were positive about the quality of education the school provides for their children. They feel that the school has moved on in the last two years, with parents typically commenting that you have done a ‘fantastic job’ since you took over as headteacher. They said that their children ‘absolutely love coming to school’ and all the parents who responded would recommend the school to others. The group of Year 6 pupils with whom I met were also positive about their experiences in school. They enjoy coming to school and say that the adults look after them well. They enjoy the range of extra-curricular clubs you provide, such as dance, football and choir and they spoke enthusiastically about the fundraising they do for various charities. They were especially complimentary about you, making comments such as ‘The school wouldn’t be as good if Mrs Darwin wasn’t here.’ Safeguarding is effective. The leadership team has ensured that all safeguarding arrangements are fit for purpose and records are detailed and of high quality. You have an electronic system that you use to record all safeguarding concerns thoroughly and you respond promptly, following up concerns with outside agencies when required. There is a strong culture of safeguarding in the school. You and your staff care deeply for your pupils, while your pupils and their parents know they can rely on you and your staff if they have any worries. Pupils understand about different forms of bullying and know how to stay safe, including when they are on the internet. This is because staff effectively provide pupils with the information they need.