The leadership team has maintained the good quality of education in the school since the last inspection. You have secured notable developments in the school’s work since your appointment in 2016. You have increased teachers’ expectations of pupils’ progress, improved the quality of teaching and extended the curriculum. You have restored focus and direction for the school following an unsettled period in its history. Staff morale has recovered and is high. You have introduced a much greater sense of urgency to the school’s work in the past 18 months. You have ensured that teachers, teaching assistants and governors are securely focused on ensuring that pupils make the best progress possible from their starting points. You have brought rigour to systems to check the quality of teaching and you have ensured clarity about those aspects of the school in need of further improvement. As a result, you and your governors have an accurate and realistic view of the school’s performance. You have secured significant improvements in the quality of teaching and learning in the early years. As a result, children make much stronger progress than previously. The proportion of children achieving a good level of development in 2017 was above the national average and higher than outcomes in 2016. Standards at the end of Year 6 are typically higher than the national average. However, in the past, high outcomes at the end of key stage 2 have sometimes masked the fact that pupils in some year groups were not making as much progress as they should. You have worked positively and successfully with your team to rectify this situation and have made substantial improvements in the quality of teaching. As a result, pupils make better progress than before. However, you rightly recognise that the small number of disadvantaged pupils in the school do not always achieve as well as they should. You are now intent on making sure that disadvantaged pupils make the same consistently strong progress as other pupils. You and your team have addressed in full the key issues identified at the time of the previous inspection. You have reviewed and updated mathematics teaching so that pupils make better progress in mathematics than previously and you have enriched the curriculum so that pupils have more opportunities to develop personal interests and skills in music, art and sport. You have extended the leadership team and, in so doing, have strengthened the school’s capacity to secure further improvements. Pupils enjoy school and work extremely hard. Their mature and sensible behaviour makes a strong contribution to the school’s calm, purposeful atmosphere. Parents and carers are very happy with the school. They recognise notable improvements in the school’s work since your appointment. Safeguarding is effective. You and your team ensure that all safeguarding arrangements are fit for purpose. Clear and consistent safeguarding procedures ensure that pupils are safe and secure. You and your team make sure that all necessary recruitment checks are completed promptly and fully and that staff and pupil records are stored confidentially. You make sure that staff and governors are well qualified in safeguarding so that they are knowledgeable and confident about what to do if they have a concern. Governors are keenly aware of their responsibility for pupils’ safety and regularly audit safeguarding arrangements with leaders. The school buildings and grounds are tidy, attractive and well organised so that pupils can learn and play securely. Strong relationships throughout the school make a positive contribution to pupils’ confidence and well-being. Pupils say that they feel extremely safe in school. Inspection findings During this inspection, I focused particularly on: how well mathematics teaching extends learning for all groups of pupils; the quality of teaching and learning during key stage 1, particularly for the most able pupils; pupils’ attendance; and how well middle and subject leaders contribute to the school’s development. In the past, inconsistencies in teaching led to variations in pupils’ progress between different classes and year groups across the school. Leaders have rectified this so that pupils of all abilities, including the most able, benefit from consistently effective teaching across all key stages. As a result, pupils’ progress has improved during the past 18 months.