The leadership team has maintained the good quality of education in the school since the previous inspection. You and your staff continue to provide a warm and positive ethos. This promotes a strong sense of community across the school and makes pupils feel that they belong. In addition, you have sustained the strengths identified in the behaviour and personal development of pupils at the time of the previous inspection. Pupils are safe and happy at school. They are polite and show respect not only to adults but also to one another. Pupils and staff are proud of their school and the work they do together. Parents, staff and governors value your leadership and it is clear that you are ambitious for the school to be even better. Classrooms are calm, orderly and purposeful. Pupils are keen to do well and put effort into their work. In lessons, they focus effectively on what they are learning and explain their work clearly. The quality of presentation of work in books is consistently good. Children in the early years benefit from well-developed practical activities, inside and outdoors, which engage their interests and active participation. These, together with the caring support and encouragement of staff, enable children’s learning to flourish. Standards of attainment in the early years show a good rising trend over four years. An above-average proportion of children achieved a good level of development in 2017. Leaders have a good understanding of how well the school is performing and are accurate in their assessment of its strengths and weaknesses. Leaders at all levels are clear about their roles and keen to make the educational provision in the school the best it can be. You and your staff are open to new ideas and you use your links with other schools well to support continued improvement and to share best practice. Governors provide a very effective mix of challenge and support to you and your staff. They ask the questions they need to in order to ensure that the school continues to perform well. Working closely with your leadership team, you have improved the school further since the previous inspection. Standards of work in literacy and numeracy are improving well, especially in key stage 1. You have taken effective action to work on the weaknesses identified in the previous inspection report. Teaching in mathematics is now much better, and most pupils are making good progress as a result. The work you have been doing, as part of a group of three schools locally, to review, support and develop educational provision has been particularly effective in helping you secure the improvement in mathematics. Pupils have better opportunities to develop and improve their writing in subjects across the curriculum. High-quality writing on display reflects much good development in the writing that pupils produce in different subjects. Written work is especially strong in history and geography. Pupils are positive about reading and enjoy the books they read. Hence, they are developing a love of reading, although some are still not reading regularly enough. The school has identified that pupils are finding comprehension work more difficult, given the raised expectations in the current national curriculum. While most pupils continue to make good progress in reading and writing, you acknowledge that there is more to do to strengthen outcomes further by the end of key stage 2. Parents responding to the Ofsted survey, Parent View, are very positive about the school and its educational provision. They particularly praised the school’s ethos and the way in which it cares for and supports individuals and families. This is encapsulated well in the following comment from a parent: ‘The school is very inclusive and teaches the children to respect others and be kind and compassionate.’ From our observations around the school and my meetings with pupils, it is clear that they are supportive of one another. Pupils who join the school from other schools part way through their primary education settle in quickly because of the warm and friendly atmosphere. Safeguarding is effective. Leaders promote a culture of care, and staff are vigilant about pupils’ welfare and safety. You, as the designated lead for safeguarding, ensure that any issues of safety are followed up effectively and you maintain good oversight of any pupil whose well-being or welfare raises any concerns. In addition, you and other staff follow up pupils whose attendance is low to make sure that this is not due to issues of safety or safeguarding. Governors receive regular reports on how the school is managing safeguarding and undertake regular safeguarding training alongside staff. The leadership team ensures that all safeguarding is fit for purpose.