The leadership team has maintained the good quality of education in the school since the last inspection. You lead the school well. You and your leaders have an accurate view of the performance of the school through your regular checks of the quality of teaching and analysis of pupils’ progress. As a result, you have improved areas of the curriculum, particularly writing, to enable more pupils to make better progress. However, you recognise that more improvements are required to improve the teaching of mathematics in Year 2. The curriculum is broad and balanced and is enriched by extra-curricular opportunities. The school has an allotment garden that pupils help to maintain. They grow vegetables and have cooked carrot soup using their own produce. There is a range of peripatetic music lessons, and pupils have opportunities to go the theatre. The school competes against other local schools in a range of sporting competitions. Pupils undertake roles of responsibility. These include being school councillors, playground buddies, librarians, prefects and being part of the ‘Tech. Team’. The latter group promotes internet safety very well. As a result, pupils are confident and articulate and are well prepared for their next stage of education. The school is a purposeful environment where teachers have high expectations for pupils’ behaviour and work. Pupils respond well to their teachers’ instructions. Most pupils can be relied on to work independently without adult supervision. For example, in Year 6, pupils enthusiastically worked in groups to write a commentary for a game of quidditch. They were able to discuss each other’s contributions in a mature way without adult support. Pupils said that they are happy at the school and that teachers set them work which they can find tricky. Scrutiny of pupils’ work shows that they are challenged well and are making good progress. Pupils’ progress and attainment are improving. In 2017, pupils made broadly average progress from key stage 1 to the end of key stage 2 in reading, writing and mathematics. The proportion of pupils who attained the expected standard in all three subjects is higher than the national average. This was a marked improvement from 2016. In 2016, pupils made significantly less progress than others nationally in all three subjects by the end of key stage 2. The rapid and effective action that you and your teachers implemented to improve pupils’ progress has impacted positively. Current information shows that pupils’ attainment at the end of key stage 2 is likely to rise again this year because they are making faster progress. The large majority of parents and carers who responded to the Ofsted questionnaire, Parent View, said that they would recommend the school to other parents. Most parents who spoke to the inspector were also complimentary about the school and feel that communication between the school and parents is good, and that the school is well led. However, a minority of parents who completed Parent View have concerns about the leadership and management of the school. Inspection evidence did not raise similar concerns. A minority of parents also said that they do not find the information they receive about their child’s progress valuable. Parents receive very detailed progress sheets about how well their child is progressing in reading, writing and mathematics twice a year, as well as an annual report. Following this inspection, I have asked you to consult with all parents to check that they find the progress sheets useful. At your last inspection, inspectors asked you to improve pupils’ mathematical skills. The curriculum for mathematics is comprehensive, and most pupils are developing their reasoning skills to become more effective mathematicians. The proportion of pupils who attained the higher standard in mathematics at the end of key stage 2 was nearly double the national average. However, the proportion of pupils who attained the higher standard at the end of key stage 1 was less than half the national average. Following this inspection, I have asked you to increase the challenge and the opportunities for pupils to develop their mathematical reasoning skills in Year 2. Also at the last inspection, the inspectors asked you to increase the challenge for the most able and to improve boys’ writing. At the end of key stage 2 in 2017, the proportion of pupils who attained the higher standard in reading and writing was above the national average. The most able are achieving well. Boys made better progress in their writing last year than in 2016. However, they did not make as much progress as the girls. Throughout the school currently, boys’ progress in writing is improving.