The leadership team has maintained the good quality of education in the school since the last inspection. Pupils continue to learn and achieve well. The very large majority of parents and carers with whom I spoke, or who responded to Ofsted’s online questionnaire, Parent View, praised the school’s warm, friendly atmosphere, and the approachability of staff. Parents are very positive about their children’s learning and development. You, your senior leadership team and other staff are committed to driving continued improvement. You have built a cohesive leadership team. Leaders and the governing body accurately evaluate the school’s strengths and identify appropriate priorities for improvement. At the last inspection, the school was asked to strengthen some aspects of teaching by sharing the best practice within the school and with other schools. You have ensured that staff have received a wide range of training and development, including joint work with colleagues. ‘Peer review’ work with staff in local schools has helped to share expertise and develop leadership roles. The ‘maths class swap’ initiative, in which teachers teach a colleague’s class, has deepened teachers’ understanding of standards and enabled them to reflect on and refine their own practice. Leaders and other staff lead a range of staff meetings to help raise standards. This includes work to develop the mathematics curriculum and teaching methods, approaches to giving pupils feedback on their learning, the assessment of pupils’ learning and approaches to teaching grammar. There has also been significant work to develop further the effectiveness of teaching assistants. Staff are very positive about the training and support they receive. There is a strong sense of a whole-school ‘team’. The training provided is bringing about improvements in the quality of teaching and of the effectiveness of leaders. Leaders were also asked to ensure that teachers more effectively check pupils’ learning and move them on to subsequent, more difficult tasks when they are ready. Teachers have improved their skills in assessing pupils’ learning and using this information to plan activities and make checks on pupils’ learning. In the lessons you and I visited, we saw how most teachers planned activities that were matched well to different pupils’ needs. We also saw that sometimes teachers did not do this as sharply as they might. As a result, some pupils’ progress was not as rapid as it could have been. The school was asked to continue to focus on accelerating the progress of disadvantaged pupils, those who arrive part-way through their education and the most able. You and other staff have introduced a rigorous approach to assessing the attainment and progress of individuals and groups of pupils. You hold detailed meetings with teachers to discuss the progress of each pupil. You identify pupils who may be falling behind and the actions needed to help them catch up. As a result, these pupils make stronger progress. The pupil premium funding is used to pay for a range of support for disadvantaged pupils, including additional teaching and a learning mentor. These help pupils to progress academically, as well as in their personal development and well-being. Evidence gathered during the inspection shows that these pupils are supported well. Current school information and work in pupils’ books show that the progress of disadvantaged pupils is improving. Overall, these pupils are making progress similar to that of other pupils. However, the school’s published pupil premium strategy is not as sharply focused as it could be to help support the accelerated progress of this group of pupils. The strategy does not make clear enough the impact leaders and governors wish to see. As a result, the governing body is not effective as it could be in checking the impact of this spending nor in holding leaders to account. You and other staff have ensured that pupils benefit from a curriculum that is enhanced by a wide range of extra-curricular activities, including sport, drama and music. Pupils and parents spoke of the rich experiences the school provides. These make a strong contribution to pupils’ positive attitudes to learning and their personal development. Safeguarding is effective. This is a school with an ethos of mutual respect. Relationships are strong. Pupils behave very well, and are sensible at all times of the school day. At breaktimes, pupils play happily together and say that bullying is very rare. They are very confident that teachers will help them to sort out any problems they may have. Pupils spoke with confidence about how the school teaches them to keep themselves safe, for example, when online, and in relation to road safety or ‘stranger danger’. Parents were nearly unanimous in their view that the school keeps their children safe.