The leadership team has maintained the good quality of education in the school since the last inspection. In the recent past, the school has been through a period of turbulence in both leadership and staffing. During this time, pupils’ progress was not as strong as it should have been. Since your appointment in February 2017 you have made a positive impact. You have raised expectations so that teachers are clear about the progress that pupils must make. You hold regular meetings with staff to discuss pupils’ progress and meet more regularly with them to discuss your most vulnerable pupils to ensure that they receive the support they need. Through your involvement with other schools and through regular moderation, you have improved the quality of teacher assessment so that this is now more accurate. You are relentless in your endeavour to ensure that outcomes for pupils improve. Governors are well informed and have a very clear overview of the strengths and weaknesses of the school. They are highly involved in monitoring and evaluation activities so that they can check the work of leaders and the impact on pupils’ outcomes for themselves. They meet regularly with school leaders, they analyse pupils’ progress and attainment, and they carry out learning walks and look at pupils’ work. Governors are knowledgeable about the impact of additional funding on outcomes for pupils, and they hold leaders to account effectively. This year, governors helped to establish a new vision: ‘Together today, for a better tomorrow.’ Pupils are polite and well behaved. They focus well in lessons and join in with enthusiasm. There are strong relationships between pupils and staff. Pupils commented that teachers were very supportive and said, ‘They don’t give you the answers, but help you to work it out.’ The school supports a healthy lifestyle. Pupils use bicycles and scooters to come to school. At breaktimes pupils eat fruit and are physically active on the trim trail and tyre park. They play football and use the new running track to take daily exercise. Physical education and school sport now has a higher profile. Pupils now attend more after-school clubs and participate in more competitive sport. After a period during which the school’s football team only played friendly fixtures, this year the team became county champions. Parents I spoke to during the inspection gave me very positive views about the school. Comments like ‘It is like a big family’ and ‘a warm, welcoming school’ were typical. A small number of parents raised concerns about bullying, but the school’s records show that leaders log any incidents and respond appropriately. Pupils know their behaviour policy well and said that if there was any bullying then teachers would sort it out. Since your appointment you have addressed the areas for improvement identified at the last inspection. You have increased the level of responsibility that subject leaders take so that they now have a better overview of their subjects. Through their monitoring, English and mathematics leaders identified areas for improvement and provided appropriate training, for example in guided reading. In response to a lack of consistency in the teaching of mathematics, the school joined the central mathematics hub and introduced new teaching programmes. Subject leaders now lead curriculum days and have developed improvement plans for their subjects. You have developed greater links with other schools, so that your school is looking outwards to access staff training and share best practice. The school is currently involved in a two-year project to improve standards in English, mathematics and leadership. Although you have sought to address the quality of handwriting and presentation, this remains a weakness and you recognise that this is an area that requires further work. Social, moral, spiritual and cultural development and fundamental British values are threaded throughout the curriculum, so that pupils are better prepared for life in modern Britain. You now provide work packs for pupils from Traveller families to help them continue with their learning while they are away. You are vigilant in your approach to monitoring attendance, particularly for those pupils who only attend for part of the year. You hold attendance meetings and draw up attendance agreements with individual families. You have developed stronger relationships with your Gypsy Roma and Traveller families so that they now keep you better informed about when and where they are travelling. A representative of the local authority visits regularly and acknowledges the strong improvements you have made.