The leadership team has maintained the good quality of education in the school since the last inspection. With the support of the governing body, you and your deputy headteacher ensure that pupils benefit from a high-quality education. This is because of your extremely reflective approach. Since the last inspection, you and your staff have continued to strive to be the ‘best that you can be’. This was epitomised by a comment made by a pupil who explained to me that: ‘This school keeps improving because teachers are always looking for ways to make it better.’ You are committed to ensuring that strong moral values permeate every aspect of school life. As a result, pupils and staff liken the school community to ‘a happy family’ where they feel well supported. Pupils are keen to explain how they have raised money for local charities. The majority of parents are positive about the quality of education that the school provides. They feel that their children make good progress within a ‘nurturing and positive’ environment. Parents explained to me that they feel able to raise any concerns with staff who they consider to be approachable. You have inspired the staff. They are extremely supportive of you and your deputy headteacher. This is because you have created a culture where they feel confident to develop their teaching further by trying new approaches. Staff share your ambition for excellence and they are keen to learn from their colleagues. You have created plenty of opportunities for them to share examples of good practice, both across the school and also with staff at other schools. This means that the quality of teaching is going from strength to strength. Governors have an accurate understanding of the strengths of the school, as well as those aspects that require further development. They are extremely knowledgeable and they bring expertise to their roles from a wide range of sectors. This ensures that they ask pertinent questions of leaders. As a result, governors have played a key role in the ongoing improvements following the last inspection. For example, they have challenged leaders to ensure that improvements in pupils’ progress in writing are realised. These improvements are particularly evident in pupils’ work in both the early years and key stage 1. However, governors do not evaluate thoroughly the effectiveness of leaders’ spending of additional funding on the rates of progress made by pupils who have special educational needs (SEN) and/or disabilities. You have an accurate view of the school. You remain ambitious in your aim to secure the very best outcomes for pupils. Your plans to improve the school further are appropriate, sharp and precise. For example, following the last inspection, you worked to improve the level of challenge for pupils during learning. This is particularly the case for the most able pupils. As a result of your efforts, teachers use their strong subject knowledge to ask challenging questions of pupils. Teachers plan learning in reading, writing and mathematics that matches accurately the needs of pupils. Teachers provide pupils with activities that stretch their thinking. This is especially the case in mathematics, where the most able pupils make exceptional progress at key stage 2. However, teachers do not consistently plan activities to allow pupils to make equally strong progress across the wider curriculum. Safeguarding is effective. Leaders and governors have ensured that the systems and procedures in place to safeguard pupils are fit for purpose. Pupils feel safe in school. They explained to me that there is someone in school that they can talk to if they have any worries or concerns. Pupils learn how to keep themselves safe. For example, pupils in key stage 1 learn about road safety. Pupils in Years 5 and 6 benefit from sessions about how to ride their bikes safely on the roads. All pupils learn about staying safe on the internet. Leaders’ systems to ensure that adults at the school are safe to work with pupils is secure. Staff receive relevant safeguarding training. As a result, they understand the procedures that they must follow if they have concerns about a pupil. Staff receive regular training updates to ensure that they stay alert to the signs and symptoms of abuse. Pupils report that bullying at the school is extremely rare, and they are confident that staff will deal quickly and effectively with any incidents. Pupils have an understanding and the utmost respect for pupils from different faiths and families, and also for those pupils who have SEN and/or disabilities.