The leadership team has maintained the good quality of education in the school since the last inspection. You provide strong and passionate leadership both for your pupils and your staff. Your philosophy of ‘aiming high together’ is clearly embedded throughout your school; it is evident in the aspirations that your staff have for your pupils and in the high expectations that your pupils have of themselves. Since your appointment, you have developed a new and effective leadership structure and you are well supported by your two assistant headteachers. You focus on offering pupils the best possible opportunities, both in and outside the classroom. This is apparent in the priority that you give to the development of a high-quality curriculum which gives balance and breadth across all subjects, including the arts and humanities. As a consequence, you are continuing to improve the quality of education that you provide for your pupils. Pupils are well behaved and have positive attitudes to learning. They are proud of their school, they are excellent ambassadors and they are grateful for the many positions of responsibility that they are able to undertake. Pupils value the support and challenge that they get from their teachers and they welcome the wide range of extra-curricular opportunities that they are offered. Pupils’ positive views of the school are shared both by their parents and carers and by your staff. All of the staff who completed the Ofsted survey stated that they are proud to work at the school, while an overwhelming majority of parents who responded to Ofsted’s online questionnaire Parent View would recommend the school to other parents. You have a clear and accurate understanding of the school’s strengths and weaknesses. Your priorities for improvement are appropriate and leaders understand what is expected of them. As a consequence, the school has continued to improve since its previous inspection. More effective staff training, improved assessment practices and a greater focus on supporting pupils who fall behind have all contributed to an overall improvement in the quality of teaching. You provide weaker readers with additional support and you have increased the profile of reading through the creation of class libraries and a well-equipped non-fiction library. Weaker readers are now making improved progress throughout the school. Governors provide you with highly effective support and challenge; they too know the school well and they are passionate about its continued improvement. Governors support the school’s development through their contributions at full governing body meetings, their various committees and their visits to meet school leaders. Both you and governors were disappointed with aspects of your 2017 key stage 2 results and you are in agreement over the actions required to further improve the school. The planned actions include ensuring that pupils who have special educational needs (SEN) and/or disabilities continue to make improved progress and reducing the absence and persistent absence of disadvantaged pupils. Safeguarding is effective. The leadership team has ensured that safeguarding arrangements are fit for purpose. Governors have a clear understanding of their safeguarding duties and they are highly effective in carrying them out. Leaders undertake all appropriate checks on staff, and the relevant records are scrutinised on a regular basis by a nominated member of the governing body. Staff are well trained and they know how to identify any signs that pupils are at risk. Staff understand the school’s systems for reporting concerns and they say that safeguarding is a part of the school’s culture. Safeguarding records are well kept and any child protection referrals are monitored robustly. Pupils say they are safe at school; staff and the overwhelming majority of parents who responded to Parent View agree. Pupils say that, on the rare occasions it happens, bullying is dealt with swiftly and effectively. They state that they attend a caring school and that there is always someone to help them if needed. Pupils are taught how to stay safe through assemblies, tutorial sessions and personal, social, health and citizenship education lessons that cover topics such as e-safety, bullying, and sex and relationships education. They value the high levels of staff supervision throughout the school day and the efforts of their peers who volunteer as play leaders at lunchtimes.