The leadership team has maintained the good quality of education in the school since the last inspection. You have successfully addressed most of the issues from the previous inspection. It is notable that you and your team have successfully widened opportunities for pupils to write and to apply their good basic numeracy skills to solve mathematical investigations and problems in a variety of different contexts. In addition, the development of the curriculum has been impressive to ensure that pupils achieve as well as possible in subjects besides English and mathematics. However, two areas for improvement, though tackled in the past, are currently still evident in school. There are still some inconsistencies in the effectiveness of teaching in each key stage. This slows the progress of most-able pupils in these year groups. Standards in spelling have not improved well enough. You have rightly identified this and are taking effective action to remedy it. You have gained the respect of the school community and know very well the strengths and weaknesses of the school. You share a strong vision of the school with other staff, governors and pupils and do not accept second best. This can be seen in the ways that you personally hold staff to account. This is a happy school where pupils learn, play and mix well. Pupils take an active role in the school, for example through the school council, aspiring entrepreneur work and global ambassador’s scheme, and their views are valued by staff. You ensure that pupils are respected and trusted. Pupils are proud of the school and reflect the school’s values through their general behaviour and conduct throughout the day. You, your staff and your governors were understandably devastated by an uncharacteristic dip in standards by the end of Year 6 last year. Following many years where pupils’ progress was consistently good and standards were consistently high, this was a major disappointment. You understood why this happened and had taken strong and decisive action to tackle a period of weak teaching in the upper key stage 2 class. However, teaching did not prove to improve quickly enough and the damage had been done. The actions you have taken since have corrected the setback, and the work seen during this inspection shows the progress of most pupils throughout school to be good. You have taken steps to ensure that the problem does not occur again. You have been well supported by governors, who have helped you to take difficult decisions in the best interests of the school. Governors are highly committed in their support for the school. They take their roles seriously and they are proactive. This is because you also encourage governors to hold school leaders to greater account over teaching and learning, and pupils’ outcomes. Governors are correctly involved in monitoring the quality of teaching and asking the right questions of leaders to ensure that high standards are upheld. School improvement plans reflect the right priorities for improvement and are fit for purpose. With a largely new staff, you are ensuring that professional development and training are closely matched to their needs so that they can develop their skills and improve their practice to meet your expectations. You and other staff have received strong external support from the local authority and the Harrogate and Rural Teaching Alliance, of which the school is a part. It is clear that you have forged an open, trusting relationship with the other headteachers in the organisation. As a result, leaders take a candid, honest view of each school’s weaknesses and collectively take the most appropriate action to tackle them. Safeguarding is effective. There is a strong culture of safeguarding at the school. Staff and governors have completed relevant and up-to-date training in line with current legislation. They articulate with confidence what to do if they have concerns. Governors’ checks go well beyond checking the single central record and staff vetting checks. Safeguarding systems and procedures are embedded in the working life of the school. As a result, safeguarding is everyone’s business and there is a whole-school coordinated response to minimise risk. Pupils’ attendance is above the national average and punctuality is good because pupils enjoy coming to school and are keen to attend. You ensure that pupils are taught to keep themselves safe, for example when working online on the computer. In discussions, pupils demonstrated a clear understanding of how to keep themselves safe when using the internet.