Pupils told us that they enjoy coming to school and feel safe. They say that adults in school are kind and expect them to do their best. Pupils take pride in their roles, for example as a school councillor, sport ambassador or play leader. Pupils enjoy learning. They spoke to us about how they enjoy different subjects, such as history, music and science. Pupils are positive about the number of trips and visits that are on offer to them. They also appreciate the range of clubs, including dance, which are well attended. Pupils say that behaviour in school has improved since the arrival of the new interim headteacher. They understand the new behaviour systems and say that this has made their school a better place. Pupils say that bullying is rare and, if it does occur, teachers help them sort out any problems quickly. Leaders know the school’s strengths and weaknesses. They know they need to develop the school’s curriculum so that pupils achieve well across different subjects. Most parents are positive about the school and feel that the recent changes are making a difference. One parent summed this up by saying, ‘We are now more informed, and teachers and pupils seem happier.’ What does the school do well and what does it need to do better? Leaders, under the guidance of the new interim headteacher, have made a positive start to begin to address the dip in academic standards. Teachers told us that they love working at this school. They appreciate the time that leaders give them to develop what they teach. They also told us that leaders consider their workload. Leaders prioritise reading well. Teachers introduce phonics early in Reception and, as a result, pupils get off to a good start with their reading. They make good use of a range of interesting texts to ensure that the books younger children read match the sounds that they are learning. In key stage 1, teachers ensure that pupils who have fallen behind with their reading are able to catch up with their peers. This is particularly the case for pupils with special educational needs and/or disabilities (SEND) and pupils who are disadvantaged. However, in key stage 2, teachers do not always use assessment effectively in reading. Therefore, the work that is planned does not always meet the needs of all pupils. As a result, pupils, especially boys, lose focus in their lessons. This low-level disruption stops pupils in some classes from learning as well as they could. The sequencing of mathematics teaching across the school is varied in quality. Some teaching does not build on what pupils already know and understand. Learning is either too easy or too hard for pupils to be successful. For example, some older pupils do not have a firm grasp of their times tables and find working with fractions difficult because of this. Curriculum leaders are not yet sure about what knowledge pupils have retained and whether pupils are using their skills across the curriculum. Pupils can recall some facts about the Romans, for example, but cannot confidently describe the historical skills they have used. In science, pupils cannot confidently recall their work on space and how this knowledge helps them when learning about rockets. Pupils with SEND are supported well. Teachers work closely with other adults who make sure that their needs are met effectively. As a result, pupils with SEND are helped to develop confidence and independence. Pupils develop a wide range of personal skills. Pupils talk confidently about how their work on belonging, friendship and ways to solve problems peacefully helps them to become caring, responsible and active citizens. Governors are good critical friends to leaders. They have a detailed view of most of the school’s strengths and areas for development and use this to hold leaders to account. They agree that there is still some work to do to enable them to have a secure understanding of the school’s curriculum.