You and your staff have maintained the good quality of education in the school since the last inspection. Following the retirement of the previous headteacher, an interim headteacher was appointed in September 2017, shared with a nearby school. Since your appointment as substantive headteacher in April 2018, you have swiftly reviewed all areas of the school. The local authority and the Diocese of York supported you very well in managing successfully a difficult transition in school leadership. You appreciate and value this support as you move the school forward in line with your vision for excellence. You acted quickly and correctly identified and prioritised areas for improvement. Since the last inspection, the school has recruited a new chair, and vice-chair, of the governing body, and a new parent governor. You and the governors carefully restructured the staffing of the school to take effect from September 2018. As a result, leadership and management of all areas of the school have been strengthened further. Your passion, enthusiasm and commitment are pivotal in the continuous development of the school. In a very short space of time, you communicated effectively to parents, the clarity of your vision for the school. As a result, relationships with parents are strong and they overwhelmingly support your efforts for further school improvement. Staff morale is high. You have established a very caring, inclusive, warm and loving environment where staff and pupils feel valued and part of a family. Since the last inspection and your appointment in 2018, school leaders and staff have put the children and pupils in your school at the heart of what you do. Leaders’ determination and passion have ensured that all staff focus not only on the progress of pupils, but also on their whole-school experience. As a result, outcomes of pupils have been strong, overall, since the last inspection. Governors have a wide range of skills and expertise. Recent governor appointments have strengthened the governing body further. Governors are committed to continuous school improvement and are routinely involved in school life. As a result, they provide robust challenge and support, to you and your staff, and know the strengths of the school and areas for improvement well. At the last inspection, the school was asked to raise staff expectations of pupils and increase the level of challenge for most-able pupils, particularly in mathematics. Leaders were also advised to improve the opportunities for pupils in Years 2 and 3 to write independently and at length. School leaders acted swiftly to bring about improvement in these areas. They have focused strongly on staff development. Good and outstanding teaching practice has been shared, not only within your school, but also through effective collaborations with other schools and partnerships. Information from assessing pupils is now used more effectively to plan work that is appropriately challenging. Improvements in writing are evident across all year groups. Even so, you know that increasing the proportion of pupils who reach the higher standards by the end of key stages 1 and 2 and strengthening the quality of teaching in writing in Years 2 and 3 are important next steps for bringing about further school improvement. At the last inspection, leaders were also asked to develop the skills of the new staff team so they contribute to school improvement through checking how well teaching is helping pupils to learn. School leaders ensured that staff and governors attended relevant training through the local authority and the school partnerships with the Easingwold Partnership and the Northern Star Teaching School Alliance. As a result, staff at all levels are increasingly involved in the monitoring of teaching and learning and are confident in using pupils’ prior knowledge when planning learning activities. Consequently, teaching is strong or better in all year groups. Safeguarding is effective. You and governors have ensured that all safeguarding arrangements are fit for purpose and records are detailed. There is a strong safeguarding culture in the school. You and your staff know the pupils well and the monitoring of pupils’ welfare is thorough and detailed. You have ensured that staff and governors receive appropriate training in child protection, including the dangers of radicalisation. All staff know what to do if they have any concerns about the children and pupils in your school. You recently introduced an electronic system of recording safeguarding concerns to strengthen school procedures further. As a result, the school shares information with external agencies effectively. Leaders take action swiftly and monitor the impact of actions closely.