The leadership team has maintained the good quality of education in the school since the last inspection. Since your arrival in September 2014, you have quickly identified the correct areas for further improvement, and your relentless determination has led to pupils making good and sustained progress. You are highly ambitious for Standlake and this can be seen in all aspects of school life. Parents are supportive of the school. As one parent said, ‘The headteacher demonstrates strong values and a real care for the children.’ Teachers and teaching assistants have undertaken a valuable range of training to increase their expertise. You work effectively with Eynsham Partnership Academy and other partner schools to source additional valuable training for teachers. You have reinvigorated teaching and learning, and consequently it meets the needs of groups of pupils more effectively. Leadership is a key strength at all levels. School leaders are very supportive of your ethos and vision. The refinements that you have made to teaching and learning are having a positive impact on pupils’ progress. Leaders ensure that there is a strong culture of high aspiration for pupils. Staff work hard to ensure that the work set for pupils is pitched correctly so that it accelerates further pupils’ progress. Governors are highly confident of your leadership. They have a very good understanding of the school’s strengths and areas for development. Governors and school leaders work closely together to correctly identify key areas to be addressed. Governors use their knowledge well to support and challenge you and your leaders to improve pupils’ achievement. One governor said, ‘We are acutely aware of our duty to our pupils.’ They visit school regularly to carry out a range of useful tasks to evaluate the effectiveness of the school, including monitoring safeguarding arrangements and pupils’ attendance. As a result of this very strong leadership, the school continues to be good, and is improving. Standlake is a very happy school where pupils support each other. Pupils are supervised well and have clear routines. As a result, pupils’ behaviour is good. Adults in the school support pupils’ learning very well. One pupil said, ‘They talk you through the work, to help you understand.’ Pupils say that work is sufficiently challenging for them. In lessons, pupils are highly engaged, and learning activities are appropriate to their needs. Pupils take pride in their work and are very appreciative of the adults who help them learn. Pupils say they have no concerns about bullying, and if it did happen they know that it would be dealt with swiftly. During playtimes, pupils of all ages play together happily in a caring and supportive environment. One pupil said, ‘Everyone is really nice to each other.’ Pupils are highly positive about the school and value their headteacher and other staff. Achievement continues to be good. The proportion of children in the Reception Year reaching a good level of development is consistently above the national average. In the Year 1 phonics screening check, pupils’ attainment has been above the national average for the proportion of pupils meeting the expected standard. In the 2016 national key stage 1 assessments, the majority of pupils achieved the expected standard for their age in reading, writing, phonics and mathematics. However, pupils in key stage 2 did not achieve as well as expected in reading, writing and mathematics. You and your team evaluated carefully the reasons for the dip in these results and rightly put in place an effective range of measures to accelerate pupils’ progress. You have an unrelenting drive to improve achievement, and recognise, correctly, that there remain some pupils who could make even better progress, especially in reading and mathematics. You have addressed effectively the areas for improvement identified at the last inspection. Teachers’ expectations of pupils are much higher now, linked to the newly introduced pupil targets in reading, writing and mathematics. Your system to monitor and evaluate pupils’ progress is thorough. Consequently, you are able to track achievement precisely so that teachers can respond quickly to any dip in achievement. Disadvantaged pupils are now making good progress due to the appropriate support they receive. Although attendance is improving, you rightly recognise that there is still some work to do to ensure that pupils’ achievement is not hampered by poor attendance. Safeguarding is effective. Safeguarding is rightly your main priority and you have ensured that a culture of vigilance is apparent in all aspects of school life. Safeguarding is always discussed at staff and governor meetings. Standlake offers pupils a very caring, safe and secure environment. Recruitment checks when employing staff are fit for purpose. You provide ongoing training so that everyone knows what to do if they have a concern about a pupil. The school works well with outside agencies to support families.