The leadership team has maintained the good quality of education in the school since the last inspection. You took up post as acting headteacher in September 2016 and became the permanent headteacher from May 2017. You have a clear vision for the school and have created a positive learning culture for staff through your intent to share responsibilities, increase accountability and develop leadership at all levels. Staff value the opportunities for professional development and take pride in the improvements they are making to the quality of teaching and learning. Consequently, together you take collective responsibility for improving pupils’ outcomes. This has ensured that the positive attainment seen at the last inspection has been sustained and in many cases improved upon. However, in your pursuit of excellence, you are well aware of the aspects of pupils’ attainment and progress which could be improved further still. You have accurately identified these areas for development when evaluating the school’s effectiveness. Sharp self-evaluation and the development of leadership is successfully securing the school’s capacity for further improvement. Pupils are very proud to come to this school. Likewise, parents are very supportive of the school and feel that their children are making good progress. They have faith in the school’s leadership and appreciate that staff are always approachable and respond quickly to any concerns raised. As one parent said, ‘It’s like one big family.’ Pupils demonstrate good manners and treat each other respectfully. They fully embrace the opportunities you provide for them to take on board responsibilities such as running their own clubs for other pupils to take part in. As a result of the broad experiences that pupils receive, they are developing as responsible and caring citizens who are keen to contribute to their school and community. You have effectively responded to the areas for improvement identified at the last inspection. There have been particular improvements in mathematics. From being the relatively weaker subject, mathematics now has the strongest outcomes by the end of each key stage. You have ensured that pupils are being challenged by learning activities which more precisely meet their needs. This is supporting a greater proportion of pupils to exceed the age-related expectations throughout school. A very high proportion of pupils, well above the national average, attained beyond the expected standards by the end of key stage 1 in reading, writing and mathematics. However, attainment of the higher standard by the end of key stage 2 is not as strong in reading and writing and was below the national average in 2017. You are now keen for the most able pupils to make faster progress in reading and writing so that an increasing proportion exceed the expected standards by the end of key stage 2. There have been improvements in phonics, with every pupil meeting the standard in the phonics screening check by the end of key stage 1 in 2017. Likewise, the proportion of pupils reaching a good level of development by the end of Reception continues to improve and was in line with the national average in 2017. However, you acknowledge that children could make even faster progress during the early years so that an increasing proportion reach and exceed the learning goals. Governors are beginning to hold school leaders to account for pupils’ outcomes. For example, governors with specific responsibilities make visits to the school to check on the effectiveness of leaders’ actions. Governors and leaders recognise that greater challenge would help the school to move forward at a faster pace though. You are keen to support this process by including more precise success criteria in the school’s improvement plan to enable governors to hold school leaders more rigorously to account. Safeguarding is effective. There is a strong culture of keeping pupils safe. Records are detailed and of high quality and show that staff are vigilant in making sure that safeguarding is always a high priority. Staff receive effective training which helps them to recognise and respond to any signs of concern. Leaders know pupils and families well and challenge external agencies to make sure that support brings about the required improvements. Pupils say that they feel well looked after by staff and that everyone cares for each other. Parents and pupils agree that behaviour is good. Pupils know the systems for dealing with any rare incidents of unacceptable behaviour and are confident that staff will sort out any issues. The curriculum supports pupils in learning how to stay safe. Consequently, they are able to talk with confidence about how to stay safe when faced with potential risks such as using the internet, crossing the road or riding a bicycle.