The leadership team has maintained the good quality of education in the school since the last inspection. You are highly committed to ensuring that all pupils are encouraged to do their best. You set high standards of what you expect pupils to achieve and how you expect them to behave. Parents who responded to the questionnaire have positive views of the school. Their responses included, ‘What makes this school so special is that each individual child, their happiness and development are so clearly at its core’ and, ‘I love this school. It has a community feel. Everyone is respectful and caring to each other and children feel like part of a close knit family.’ The strong focus on pupils’ spiritual, moral, social and cultural development equips them effectively to understand their responsibilities towards others and prepares them well for life in modern Britain. You, your leaders and governors have successfully addressed the areas for improvement identified at the last inspection. The quality of writing seen in pupils’ books has improved. Pupils I spoke to say they enjoy their writing and they take pride in their work. They talked about how their writing targets help them to improve. There are many more opportunities for pupils to write at length and the high expectations of writing are equally reflected in their topic, science and religious education books as well as in their English books. Pupils have a good understanding of how to improve their work from teachers’ effective marking and feedback, which is in line with the school’s policy. Teachers are now using pupils’ progress information more effectively to identify appropriate ‘next steps’ for pupils in their learning. You and your leaders check regularly that pupils are making the progress they should. Any pupils who are not achieving as well as they can are given additional support and targeted work to help them improve. You are also working hard to ensure that assessments of pupils’ achievement are accurate. All staff benefit from regular meetings with staff from two other schools where pupils’ work can be moderated and good practice can be shared. Safeguarding is effective. You, your staff and governors have ensured that all safeguarding arrangements are robust and fit for purpose. All staff have received appropriate training, including designated safeguarding leaders and governors. Highly effective procedures are in place to ensure that prompt action is taken to protect children, should it be necessary. You recently organised an external audit to ensure that all systems and procedures are effective in respect of safeguarding and health and safety. The very few recommendations made were addressed quickly. Leaders ensure that all records are detailed and comprehensive. Pupils I spoke to during the inspection confirmed that they feel safe. They indicated that they have taken part in water, fire and road safety training as well as learning how to ride their bicycles safely. Pupils are adamant there is no bullying and indicated that they are working hard towards achieving the gold anti-bullying award. They are acutely aware of how to keep themselves safe when using computers and social media. All parents who responded to the online questionnaire, Parent View, indicated that their child feels safe and is well-looked-after at this school. This was also reflected in the school’s own survey of parental views. Inspection findings Your dedicated and committed leadership is effective and has led to improvements in the school. Accurate evaluation of strengths and weaknesses in pupils’ performance and in the quality of teaching, learning and assessment and action taken promptly to address concerns has led to improved pupils’ outcomes. For example, a higher proportion of children in the early years reach a good level of development than in previous years. Standards have risen year-on-year in the Year 1 phonics check, with all pupils achieving the expected standard in 2015. Pupils’ work, and the school’s performance information, show that pupils are making good progress from their starting points. In 2015, pupils attained standards that were above national expectations by the end of Year 6. Subject and other leaders are keen and enthusiastic to support improvements in the school. However, not all leaders are able to fully evaluate and articulate the impact of their work on pupils’ development and outcomes.