The leadership team has maintained the good quality of education in the school since the last inspection. You and your leaders are determined that all pupils receive the best possible education and their welfare is at the heart of all that you do. While you have high expectations of pupils’ academic achievement, you do not lose sight of developing important life skills such as independence and resilience. The school has made considerable improvements since the previous inspection because of your commitment. You have an accurate and realistic understanding of the school’s current performance. Your plans clearly set out what needs to improve further with specific and measurable targets. For example, you identified that not enough pupils reached a high standard in mathematics in 2016 and took prompt action to address this. Teachers set more challenging work for the most able pupils than previously. However, pupils lack regular opportunities to explain their thinking and methods that would deepen their understanding still further. Nevertheless, a greater number of pupils in both key stage 1 and key stage 2 are achieving higher standards this year. The previous inspection recommended that pupils’ achievement in writing needed improving with stronger links made to pupils’ reading. To this end, you have introduced an interesting range of literature that is inspiring pupils in their writing. You provide a range of training and professional development to extend teachers’ skills and improve their practice. Effective teaching is increasing pupils’ ability to write in an engaging way, using imaginative vocabulary. Standards in writing show improvement, although you are aware there is more to do in this respect. You have a relentless focus on improving the achievement of disadvantaged pupils and this is reflected in their improved rates of progress. You improved the way the school supports these pupils to promote their learning and self-confidence. You work effectively with families to promote greater involvement in their children’s learning and more regular attendance. Consequently, these pupils are on track to achieve as well as others in school. Parents are extremely positive about the school’s work. They praise the approachability of you and your staff. They greatly value the school’s caring and nurturing ethos, where pupils are encouraged to be considerate and look out for each other. They state that their children go from ‘strength to strength’ in their learning because lessons are enjoyable yet challenging. Many say that the school is ‘fantastic’, with several commenting on the interesting curriculum that focuses on outdoor learning and local history. Parents clearly see the school as an important feature of the local community. Safeguarding is effective. There is a strong culture of safeguarding because you, your staff and your governors give the safety of pupils a high priority. All staff and governors are appropriately trained in identifying possible signs of risk and harm. School records show that staff are up to date in their training in recognising the dangers of extremism and radicalisation. Statutory guidance for recruiting and vetting new staff is followed diligently. The governor responsible for safeguarding frequently checks that the school’s single central record is maintained accurately. Governors also check that their policies and procedures work effectively and consult staff about how they might make any improvements. Records are of good quality. Systems for referring concerns about pupils have been tightened and you monitor high-priority cases frequently. This ensures that pupils and their families receive the best possible support from the school and other agencies. Parents recognise the lengths to which you go to provide a welcoming and inclusive environment for all pupils, including those who have special educational needs and/or disabilities. Your work to personalise support plans for these pupils ensures that all members of the school community are cared for and valued. Pupils attend well and are seldom late for school. Pupils confirm that they feel safe in school because of the vigilance of staff and because there is ‘always someone you can talk to’. Events such as ‘Bikeability’ and internet safety training ensure that pupils are well prepared to face risk in society. They have a good understanding of what constitutes bullying and how to combat this. They say that bullying does not happen often.