The leadership team has maintained the good quality of education in the school since the last inspection. You have not allowed the challenges of the recent construction of a new building to distract you from the school’s core purpose. Consequently, pupils remain safe and happy, and are prepared very well for moving on to their secondary school education. Pupils in your school are confident and articulate. At the start of the inspection day, they were keen to tell me how proud they are of their school, and how they enjoyed being able to watch it being re-built. Pupils conduct themselves very well in lessons and moving around the school, responding to adults’ suitably high expectations for their behaviour with minimal prompting. They demonstrate an appropriate understanding of how to keep themselves safe, particularly when using the internet and social media. They are encouraged to be increasingly independent, which helps them to be ready to face whatever challenges and difficult decisions may lie ahead. Almost all parents and carers who shared information with me were highly positive about the school, recognising staff’s dedication to their children and the rich range of extra-curricular opportunities that help their children to flourish. You and your senior leadership team work closely together, with a common sense of purpose and a quiet determination to keep improving the school. The middle leadership team that was newly in place at the time of the last inspection is now securely established, albeit with some members only recently in post. Collectively, leaders use a wide and appropriate range of monitoring activities to keep themselves well informed about standards of teaching and learning in the school. This information is used well to direct training and support, and to hold staff to account for the difference their work is making to pupils’ outcomes. Governors actively challenge leaders about the impact of their work, and demonstrate a shared and accurate understanding of the school’s priorities. This reduces the risk of leaders becoming complacent about pupils’ rates of progress when they reach above-average standards by the end of key stage 2. Leaders make careful use of staff’s expertise and time to provide extra help for those pupils who most need it. Parents are typically highly positive about how quickly staff recognise and respond to pupils who have special educational needs (SEN) and/or disabilities. Planned programmes of additional support are complemented effectively by opportunities to address gaps in learning as they arise. As a result, the less able pupils in the school are making secure progress that is helping them to catch up with their peers. Pupils join the school with attainment that is typically above that of other pupils nationally. You acknowledge that, although their attainment by the end of Year 6 remains high, pupils’ progress during key stage 2 is only broadly average, particularly in mathematics. Accelerating rates of progress, particularly for your middle-ability pupils and in mathematics, remains an ongoing focus for your school since the last inspection. While there is evidence of your work having some impact, particularly in reading, improvements in mathematics have required a careful rethink about what will lead effectively to sustained and suitably rapid progress over time. As such, some of your work in this area is in the relatively early stages. Similarly, you recognise that pupils do not always maintain their accurate use of spelling, punctuation and basic calculation skills when they are working on more complex tasks or applying their skills across the broader curriculum. This can limit their progress and attainment. Your determination and high expectations for pupils to get the basics right, so that they can achieve as well as possible, are clear. Safeguarding is effective. Staff and governors are well tuned to their responsibilities around safeguarding. Leaders ensure that adults working in the school are suitably vetted, trained and supported to report and act on potential safeguarding concerns. Staff talk with confidence about what they do if they are worried about a child. Regular reminders about ‘hot topics’, such as signs of physical abuse, keep everyone focused on remaining vigilant, even though issues are thankfully rare. Staff trust leaders to take appropriate action, working with experts beyond the school where needed, to support children who may be vulnerable. Leaders keep careful records of issues that arise, which enables them to be suitably attentive in their approach. Parents typically describe the school as a happy, safe environment, where staff give over and above what is required, so that pupils are very well cared for. Pupils value the ‘worry boxes’ that give them an easy way to share their concerns and get the help they need to sort them out. Governors keep a careful ‘watching brief’ on safeguarding arrangements, which ensures that these are fit for purpose.