The leadership team has maintained the good quality of education in the school since the last inspection. Since your arrival in September 2014, you and your leadership team have seen a number of staffing changes. You have successfully challenged underperformance when necessary and you now have a more settled and effective staff team. You and your staff care deeply about the pupils in your charge and want the very best for them. You have adapted the education you provide to meet the evolving needs of your pupils. For example, more of your pupils now speak English as an additional language than at the last inspection. There are also more pupils who start school with speech and language difficulties. You support these pupils well by providing extra sessions to develop their language skills. This enables them to have better access to the curriculum and to make strong progress. You have successfully addressed the areas for improvement that inspectors identified at the last inspection. The teaching of reading is now more effective. You have introduced a new system in key stage 2 that involves a more focused approach to practising a broad range of reading skills, such as prediction and inference. You provide wider opportunities for all pupils to read for comprehension and have begun a new scheme to support this in key stage 1. You also have an online system to diagnose gaps in pupils’ reading skills, which enables you to provide the best support. Published assessment information for key stage 2 in 2017 shows that there was improved progress compared to 2016. The school’s own assessment information for current pupils shows that the majority make strong progress. You have increased the proportion of pupils, especially in key stage 2, who reach above average standards. Evidence from pupils’ work and from the school’s assessment information shows that the majority of the current most able pupils now make improved progress in reading, in writing and in mathematics. This builds on their improving progress seen in the published assessment information for key stage 2 in 2017. You have taken effective steps to bring about these improvements. These include the training that the subject leader for mathematics provides for teachers to enable them to focus more sharply on problem-solving and reasoning skills. Your assistant headteacher also shares his expertise in moderating writing with staff to enable them to have a better understanding of the standards required. However, you acknowledge that some of the most able pupils in lower key stage 2 do not yet progress quite as strongly. Some instability in staffing has been a contributing factor in this, but you are addressing the issue. You recognise the need to continue with your strategies to improve progress for these pupils. You have an accurate overview of standards in the school and you know the areas for development. You devise purposeful plans for school improvement, with appropriate actions and resources included. However, you accept that a greater precision in the criteria by which you measure the effectiveness of your actions, with a firm focus on pupils’ achievement wherever possible, will enable you to target those actions to greater effect. The vast majority of pupils show positive attitudes to their learning. Our joint visits to classrooms revealed lessons that, in most cases, contained well-planned and interesting activities and teachers with appropriate expectations of work and conduct. Staff who spoke with me or responded to the online survey were overwhelmingly positive about the school. They appreciate the variety of training you provide, such as phonics ‘master classes’ and regular training from subject leaders, and say it improves their performance. Only a few parents responded to Parent View, Ofsted’s online survey. Those who did were unanimously positive about the school and no parent or carer communicated any concerns to me at any time during the inspection. The local authority has a secure understanding of the school’s priorities and provides effective support.