The leadership team has maintained the good quality of education in the school since the last inspection. Your highly effective and stable leadership team has ensured that the school has sustained its high standards by responding promptly to any changes in pupils’ outcomes so that it has continued to improve. You are dedicated to developing pupils as rounded individuals and have successfully created a culture where pupils have a voice, are valued by staff and make a positive contribution to school systems and procedures. As a result, they are incredibly proud of their school and relish the opportunities and responsibilities they are given. Similarly, you have instilled a culture of learning and development among the staff. Teachers and teaching assistants are keen to reflect on their teaching and the impact it has on pupils’ learning so they can become more effective in their roles. As a result, staff morale is high and together you take collective responsibility for improving pupils’ outcomes. Overall, outcomes have been very strong over time. The proportion of children reaching a good level of development by the end of early years has been consistently above the national average. Likewise, the proportion of pupils who meet the standard in the Year 1 phonics screening check has also been repeatedly above, and often well above, national figures. By the end of key stages 1 and 2, attainment at the expected standard has almost always been above the national average in reading, writing and mathematics. However, attainment beyond the expected standard has been more variable and was below the national average in reading, writing and mathematics by the end of key stage 1 in 2017. Leaders are determined in their actions to support more pupils to progress beyond the expectations in reading, writing and mathematics by the end of each key stage. Leaders have successfully addressed most of the areas for improvement identified at the last inspection. For example, pupils are now more frequently using and applying their mathematical skills in a range of real-life situations. Additionally, clear learning intentions and success criteria are shared with pupils so they have an understanding of what is expected and are more independent in checking and improving their own work. However, leaders acknowledge that in terms of challenging the most able pupils, there is still more to do to ensure that they make consistently strong progress across all year groups and subjects. Governors are passionate about improving the school and are keen to support and challenge school leaders to enable this. They use the skills which they bring to the role, along with additional training, to support them in effectively fulfilling their roles and responsibilities. External verification of the school’s effectiveness from a range of sources helps them check on the accuracy of information they receive from leaders. Regular visits to the school also enable governors to see for themselves the impact of leaders’ actions. Throughout their work, governors are determined to ensure that pupils not only succeed academically, but also develop socially and emotionally so they are well prepared for the next step of education and their lives beyond. Pupils are incredibly supportive of each other, demonstrated by the caring attitudes shown when they cooperated together in a mixed-age group. Their very high attendance, which is well above the national average, is testament to their enjoyment of school and the value they see in their education. Safeguarding is effective. You have created a vigilant culture of safeguarding throughout the school. Leaders and governors make sure that safeguarding arrangements are fit for purpose and that records are detailed and of high quality. You make sure that staff receive regular training updates so that they are effective in recognising and responding to signs of concern. Pupils are very happy at school. They say that behaviour is good and they do not think bullying is an issue. They trust that staff will deal with any issues of poor behaviour firmly and fairly through the behaviour system. Leaders are diligent in ensuring that pupils know how to keep themselves and others safe, for example, on the busy road outside the school. You make sure that the curriculum effectively develops pupils’ understanding of potential dangers, such as bullying and when using the internet. As a result, pupils explain with confidence how to stay safe in a range of situations.