The leadership team has maintained the good quality of education in the school since the last inspection. The trust has ensured that effective leadership arrangements are in place so that the school continues to improve. Leaders and other staff ensure that the school has a positive, supportive ethos in which pupils can thrive and develop as individuals. The school is a calm, orderly, well-organised place to learn. Teaching is effective. Current pupils’ work and school information show that the majority of pupils, including those who are disadvantaged, are making good progress in reading, writing, mathematics and other subjects. At the start of the inspection, we agreed the key lines of enquiry that I would investigate to test whether the school remains good. At the last inspection, leaders were asked to improve the quality of teaching by ensuring that teachers check pupils’ progress and support their learning more effectively. We observed teachers providing pupils with advice and guidance during lessons, and teaching assistants are often skilled in this respect. This supports pupils’ learning well. Leaders were also asked to ensure the most able pupils were given appropriately challenging work to enable them to reach the higher standards. This has been partially achieved. At the end of 2018, the proportions of pupils achieving the higher levels were close to the national average for reading but below average for writing and mathematics. Teachers ask pupils to complete more challenging work in these subjects. School information and pupils’ work show overall that the proportions of pupils working at the higher levels are improving, particularly in mathematics. However, some inconsistencies remain. In some areas of learning, for example the accuracy of pupils’ spelling, grammar and punctuation, teachers sometimes do not have appropriately high expectations of what pupils can achieve. Leaders were asked to ensure that pupils present their work tidily and use a handwriting style in line with the school’s policy. Handwriting and presentation are improving throughout the school and pupils take increasing pride in their work. I explored with you and the deputy principal actions taken to improve standards in reading. In 2018, pupils’ progress in reading was lower than that in writing and mathematics, and the proportion of pupils who achieved the expected standard was below the national average. Leaders and other staff are developing a range of initiatives to improve standards in reading, particularly developing pupils’ inference and deduction skills. Pupils greatly value their ‘planners’ in which they record the books they are reading. Teachers help pupils make links between their reading and writing skills. School information and inspection evidence show that teaching enables the majority of pupils throughout the school to make good progress. However, some pupils, particularly the least able, are not as secure as they could be in their phonics (letters and the sounds they represent) and early reading skills. Leaders were also asked to provide subject leaders with opportunities to check the quality of provision and use the information they gain to improve teaching and learning. This objective has been partially achieved. There is considerable expertise in the school and leaders ensure that new subject leaders are given appropriate training to develop the effectiveness of their roles. Leaders and subject leaders check standards regularly and, as a result of their work, progress has been made in addressing all the areas for improvement identified at the last inspection. However, improvement has not been as effective as it could be in some areas. Leaders’ plans for improvement are not as sharply focused as they could be to better hold staff to account. Leaders do not use their findings as well as they could to ensure that all staff are fully implementing their initiatives. Pupils are very well behaved. They are friendly and courteous at all times of the school day. They listen well, concentrate, are keen to contribute in lessons and apply themselves to all that is asked of them. Pupils understand the importance of treating each other with respect. They are proud of their appearance and enjoy coming to school, learning and school life. Teachers praise pupils’ work and efforts, and pupils have positive attitudes to their learning. Parents spoke of the friendly and approachable staff and the positive gains their children are making in their learning. Safeguarding is effective. There is a secure culture of safeguarding. The leadership team has ensured that all safeguarding requirements are fit for purpose. Staff receive regular training in child protection, including in relation to the government’s ‘Prevent’ duty. The school’s record of recruitment checks is thorough. Leaders take timely action when they have any concerns about pupils’ welfare and well-being. School systems for recording concerns are thorough.