Despite considerable issues with staffing, you and your leadership team have maintained the good quality of education in the school since the last inspection. You have created a culture where staff are keen to share good practice and act on advice on improving their skills. With the support of governors, you are developing the leadership in the school further by ensuring that you train middle leaders well to supplement the work of your effective senior team. The group of middle leaders I met were excited to have this opportunity and spoke with confidence about their roles and the impact they have had on improving pupils’ outcomes. You are clear about the school’s strengths and what you need to do to improve it further. You put relevant measures in place to ensure that these improvements take hold. Progress in writing across key stage 2 dipped to well below the national average in 2015. You tackled this effectively by introducing a range of successful strategies that continue to be used. Consequently, progress in writing was in the top 10% of schools nationally for pupils who left Year 6 in 2016. However, progress in reading fell below the national average last year. You have correctly identified this as an improvement priority. Disadvantaged pupils generally do well in key stage 2. However, disadvantaged pupils with low starting points did not do as well as they could in key stage 1 last year, both in the phonics screening check in Year 1 and in national tests at the end of Year 2. You have also prioritised this as an area for improvement.