The leadership team has maintained the good quality of education in the school. The Bath and Wells Multi-Academy Trust has provided good-quality challenge and support while you have steered school improvement. The trust has held the school to account robustly through an individualised programme of regular visits to check the impact of leaders’ actions. As a result, the school has recovered well from a recent dip in its performance. Teaching, learning and assessment and pupils’ outcomes are now typically good. Leaders, including the local governing body, have not shied away from taking difficult decisions to enable continual improvement during the school’s rapid expansion this year. As a result of a wide-ranging package of staff training and work alongside the partner school, Staplegrove Church School, teachers’ expectations and subject knowledge have increased. At the previous inspection of your predecessor school you were asked to embed pupils’ knowledge and understanding of number facts more consistently across the school. Teaching in mathematics is good. Leaders’ strategy to improve mathematics teaching even further is effective. Consequently, pupils in most classes are routinely engaged in more challenging work and relish opportunities to reason and solve number problems. A greater proportion of pupils now reach and exceed the standards of work expected for their age in mathematics. You were also asked to develop pupils’ reading and writing skills so that they know how to improve their work. This work is mostly effective. Pupils respond well to teachers’ feedback by making adjustments to their work. However, this is more proficiently done in English and mathematics than in other curriculum subjects. The school’s work to develop the teaching of reading is paying dividends. Teachers’ questioning usually expects pupils to think hard and explain and justify events in the books they read. However, you know that there is still more to do to ensure that a greater proportion of pupils, including those who are disadvantaged, make rapid progress and apply these skills to their independent reading. Pupil numbers have increased quickly. As a result, the proportion of pupils who enter the school at times other than the usual entry points is high. In most cases these pupils make good progress from the time they arrive. However, a small number of these pupils did not make enough progress last year to gain the skills and knowledge required to meet the standards that are expected for their age. Leaders, including the trust and local governing body, are working on the right aspects for improvement. However, further work is required so that teachers provide the right level of challenge to enable every group of pupils to make equally strong progress from their different starting points. Parents are positive about the school: almost every parent who responded to the online questionnaire, Parent View, reported that they would recommend it. They believe the school is well led and managed, and almost all say that children make good progress because of the good teaching they receive. Safeguarding is effective. There is a strong culture of safeguarding at the school. Leaders and governors have ensured that all safeguarding arrangements are fit for purpose and of high quality. You, along with the other designated safeguarding leaders, work effectively with external agencies to ensure that everything is being done to safeguard children and minimise risk. Staff are given frequent safeguarding updates through the year. They apply their understanding of their training effectively and so school records show that concerns are dealt with quickly and with appropriate rigour. The pupils I spoke to during my visit said they feel safe and well looked after. They understand the importance of keeping safe and say that their curriculum helps them develop a good awareness of cyber bullying and keeping safe online.