The leadership team has maintained the good quality of education in the school since the last inspection. In 2015, the school became an academy. You and the governing body have created a strong nurturing environment where pupils enjoy learning and feel supported and safe. You are supported well by senior leaders. You recently established a new leadership structure in the school. You identified new roles for senior and middle leaders. In their roles, leaders at all levels now have developed a better understanding of how pupils are progressing as they move through school. Governors are an important part of the successful leadership of the school. They complement the work of your leadership team well. Governors have a good understanding of the school’s strengths and priorities for further improvement through a range of information available to them about school performance. They ask relevant questions about key groups of pupils, including disadvantaged pupils, and are effective in holding the school to account. Your plans for improvement are thorough, tightly focused on the right priorities and are already showing signs of success. This is especially so in reading and the progress of disadvantaged pupils, which are rightly your priorities this year. The large majority of parents and carers are supportive of the school and say that their children achieve well. Parents who made their views known believe that their children are well looked after. They also appreciate the care, guidance and support that their children receive from you and your staff. Parents of pupils who have special educational needs and/or disabilities are very pleased with the way their children settle in so quickly and the progress that they make. Pupils’ books and the abundance of high-quality displays of work around school reflect the broad curriculum that captures pupils’ interest. Educational visits and visitors and a wide range of extra-curricular activities enrich pupils’ learning. Pupils spoke enthusiastically about these and named various subjects as favourites. The early years curriculum is planned around children’s interests. Behaviour for learning is well developed. Poor behaviour and disruption to learning are very rare. The school has robust procedures and record-keeping to monitor behaviour. Reward systems are clear and uniform throughout the school. Despite the previous inspection being eight years ago, you have addressed the areas identified at the last inspection. Children in the early years achieve well and engage in learning activities with high levels of concentration. Adult intervention is purposeful and children work with independence. Role-play areas help the children develop their communication and social skills. Children have access to a wide range of creative and challenging activities that target specific skills. The outdoor environment is easily accessible and used effectively to extend learning. Safeguarding is effective. Leaders ensure that all safeguarding arrangements are fit for purpose. Preemployment checks, vetting and recruitment practices are robust. Staff receive advice and information about safeguarding as part of their induction. Detailed training for all staff takes place annually throughout the school year. As a result, staff are knowledgeable about how to keep children safe. Pupils say that they feel safe. All of the pupils I spoke to, and those who responded to the online questionnaire, say that they feel safe. They are supervised well at play on a very well-resourced site which is checked frequently so that any safety issues are resolved without delay. Thorough risk assessments are carried out prior to any trips and visits. Pupils recall what they have learned in lessons that have a focus on safety. Pupils understand the different types of bullying that exist but say that there are few examples of it in school. Governors take their safeguarding responsibilities seriously. They undertake regular safeguarding training to ensure that they are well informed. The chair of the governing body frequently checks systems for vetting all new members of staff and volunteers. Inspection findings During the inspection, I looked particularly at pupils’ reading progress in key stage 2, how effectively middle-attaining pupils are challenged in reading and how well pupil premium funding is used to support disadvantaged pupils.