The leadership team has maintained the good quality of education in the school since the last inspection. You lead the school with passion, drive and commitment to improve outcomes for all pupils. Consequently, leaders share a collective responsibility for school improvement. You have empowered leaders at all levels which has created greater capacity to improve the school and has inspired leaders to be ambitious and achieve increasingly high standards. This creates a feeling of enthusiasm and determination in the whole staff team. Since your headship began in September 2013, you have successfully developed an almost entirely new senior leadership team. Together, you have been effective in delivering continually improving standards. Progress for pupils has been broadly in line with, or above the national average in reading, writing and mathematics over time. While you acknowledge there are still some areas to develop even further, in particular standards in reading and increasing attainment for disadvantaged pupils, your realistic self-evaluation means there is a relentless drive for improvement and a continued determination to succeed. Team work is strong amongst the staff and they are proud to work at the school. Pastoral care for pupils and support for families is also a strength which contributes to the school’s continuing development. Staff nurture and support pupils so that they develop as responsible individuals who show respect for each other and have excellent attitudes to their learning. Consequently, pupils value the support they receive, take pride in their achievements and enjoy the challenge they receive in lessons. Safeguarding is effective. Leaders have created a strong culture of safeguarding throughout the school. You and the governing body have made sure that all safeguarding arrangements are fit for purpose and records are detailed, clear and up-to-date. Robust systems are in place for the recruitment and induction of new staff. Staff are clear about safeguarding procedures as a result of the induction and continued training they receive. Staff report concerns quickly and leaders respond with urgency. The school has built strong relationships with families, particularly those facing challenging or complex circumstances. Collaborative work with external agencies is effective in providing a range of support to meet the needs of individuals. Pupils say they feel safe and well cared for in school and parents agree. The curriculum provides opportunities to support children in being safe and consequently pupils talk confidently about how to stay safe, for example, when they are online, crossing the road or riding a bicycle. Inspection findings In 2016, key stage 2 progress was broadly in line with the national average for reading and was significantly above average in writing and mathematics. You have rightly prioritised developing the quality of teaching in reading in order to increase progress and therefore bring achievement in reading in line with that of writing and mathematics. Early indications suggest that this is already starting to improve outcomes in reading for current pupils and a greater proportion are on track to meet and exceed the end of key stage expectations this year. By the end of key stage 2 in 2016, disadvantaged pupils made progress which was broadly in line with other pupils nationally in reading, writing and mathematics. However, you realise that attainment for disadvantaged pupils is lower than that of other pupils nationally, particularly in reading. These pupils need to make accelerated progress in order to more quickly diminish the difference between their attainment and that of other pupils nationally. Pupil premium funding is used effectively to support this group and assessment information shows that the current Year 6 disadvantaged pupils are on track to be closer to the attainment of other pupils nationally by the end of the year. You ensure that the progress of all pupils, including those who are disadvantaged or have special educational needs and/or disabilities, is carefully tracked. You have developed a robust assessment information system which is enabling leaders and teachers to identity groups and individuals who are falling behind. This earlier identification means that leaders are responding quickly and working with teachers to plan how to address any gaps in pupils’ learning. Assessment information shows that pupil outcomes overall are improving and an even greater proportion of pupils are set to meet and exceed the end of key stage 2 expectations.