The leadership team has maintained the good quality of education in the school since the last inspection. You are resolute in promoting high standards and raising aspirations. You and your leaders are determined that every pupil should achieve highly, no matter what the barriers to success may be. You have ignited a passion for learning in pupils, who share your high aspirations to do their best in all that they do. Pupils said that they ‘love’ coming to school. You have established an inclusive school where pupils demonstrate mature attitudes. You have created a happy and harmonious environment where pupils accept difference as a positive feature of the school. As a result, behaviour is exemplary. Pupils who are new to the school and country are warmly welcomed. Many more pupils than normally seen join and leave during the school year. For this reason, not all pupils get the full benefit of what the school has to offer. Nevertheless, pupils who join the school at different times of the year are well catered for and, overall, make good progress in a happy environment. You have provided diligent leadership since your appointment as headteacher in September 2016. Together with your leaders, you have been relentless in creating a positive learning culture. You have enhanced wider leadership by giving staff full ownership of the subjects that they lead and the outcomes pupils achieve. As a result, outcomes are improving in mathematics at the end of key stage 2. The gains made in mathematics are not yet matched in reading and writing at the highest standard. However, pupils become adept at using expected grammar and punctuation skills by the end of key stage 2. You acknowledge that more work is needed to ensure that pupils, particularly middle-ability pupils, achieve more highly in reading and writing. Since the last inspection, you have focused rightly on improving the quality of teaching and learning. You have made adjustments to the school’s assessment system so that pupils are well challenged. Teachers are now crystal clear about the expectations pupils should reach in each year group. You have developed an assessment system that enables you and other leaders to keep a close eye on the progress of each pupil. You and your leaders make frequent and accurate checks on the quality of pupils’ learning and progress. Governors are keen, committed and fulfil their role as critical friend well. They visit regularly and learn first hand about the quality of education in the school. They have used a recent skills audit to channel their skills with renewed energy and purpose and as a result, they hold leaders to account more effectively. Governors have not been afraid to challenge leaders about the proportion of pupils who achieve the highest standards by the end of each key stage. Safeguarding is effective. You and your leadership team ensure that all safeguarding arrangements are fit for purpose. Policies reflect the latest government guidelines and help keep pupils safe in school. You alert staff to any changes through regular meetings and training events. Staff receive appropriate training to protect pupils from harm, including radicalisation, through the ‘Prevent’ duty. You work closely with other professionals to ensure that families receive the support they need. Governors make sure that all checks for the recruitment of suitable staff to work with children are in place. Pupils say that they feel safe and parents and carers agree. They are confident that issues of poor behaviour are dealt with fairly and firmly. Pupils say that bullying is rare and dealt with swiftly should it occur. The curriculum provides plentiful opportunities for pupils to learn how to be safe. Junior leaders are highly motivated to help teach their peers how to be safe online. Inspection findings Children join the early years with knowledge and skills that are much lower than those typical for their age, especially in communication and language. The proportion of children reaching a good level of development has been below that seen nationally. However, inspection evidence indicates that children, particularly those who are new to English, are making better progress during their time in Nursery. Nevertheless, you agree that there is room for greater progress by providing more opportunities to develop children’s key skills in communication and language.