The leadership team has maintained the good quality of education in the school since the last inspection. Since your appointment as executive headteacher in 2015, you have formed an effective leadership partnership with your head of school. You have developed your own leadership team, that has been well supported and enabled to be effective through appropriate professional development. During this time, there has been a new chair of governors, along with a majority of new governors, enabling a range of expertise to be brought to the governing body. There has also been an increase in pupils on the school roll, due to a new local housing development. All leaders, including governors, have a clear drive and desire for the school to continue to improve and build on the good results in 2017. Leaders and staff model how to build successful relationships through the way they interact with pupils. You have built a school ethos in which there is a mutual respect between adults and pupils. As a result, pupils also demonstrate their compassion and friendships to other pupils across the school. This was observed during the inspection at lunchtime when an older child hugged and talked to a younger pupil, because they are ‘a close friend’. Pupils who were spoken to and those in the online survey would recommend the school to another friend. The vast majority of parents and carers were complimentary about the school and one commented: ‘I could not ask for more from the staff in their care and support of my child and their education.’ You and governors particularly value the importance of the wider curriculum and are justifiably proud of your recently acquired gold awards in science and sport. Pupils were keen to share that they have the chance to learn a musical instrument in Year 4 and identified a number of trips that have enhanced their learning, for example visits to theatres, Coventry Cathedral, Lunt Roman Fort and a three-day residential in Years 5 and 6. One parent commented that their children ‘get a very good start in life and are opened up to so many different opportunities and subjects’. Pupils talked with confidence about the importance of values, and they understand how these are important in the development of a strong community and positive relationships. Pupils were also able to talk about and link knowledge of democracy to British values, but were less confident in linking their knowledge of wider values to key British values. You also ensure that pupils have opportunities to take responsibility for different roles in school. For example, the school council has raised funds for charity through the organisation of cake sales. Year 3 pupils are very proud of their monitor roles in the classroom, and older children were seen undertaking their jobs sensibly at lunchtime and during assembly. Outcomes have remained good since the last inspection. In the early years, more children reached the expected standard at the end of the year, compared to national figures. This is also true for the numbers of Year 1 children meeting expectations in phonics. From their different starting points, the majority of pupils in all year groups make good progress and work at the expected standards for their age in reading, writing and mathematics. However, you are correct to identify, in your own evaluation, that a continued focus on writing is needed, in order for the rates of progress in this subject to match that in reading and mathematics. You have addressed effectively the areas for improvement identified at the last inspection. You have ensured that teachers have been able to observe high-quality practice through your work with other schools and the use of staff training. Consequently, in the staff survey, all staff agreed that training is used to challenge and support their continued improvement. Your introduction of new expectations for handwriting and the introduction of pen licenses have also ensured that the majority of books are well presented. School improvement documentation is detailed and focuses on the correct areas. Precise targets enable governors to measure improvements and ensure clarity of focus. However, plans to spend additional funding for disadvantaged pupils are not as clear. Specific detail in these funding plans would enable governors to identify the exact impact of the spending of this fund. For example, one of the groups whose attendance remains below national levels is that of disadvantaged pupils.