The leadership team has maintained the good quality of education in the school since the previous inspection. You have brought energy and innovation to the school, building a strong new team. You have identified strengths in staff and developed leadership capacity. The school is living up to its slogan, ‘soaring to success’. New monitoring arrangements that focus on one year group at a time enable leaders to gain a wealth of knowledge about the quality of education and the progress of individual pupils. This means that leaders have an accurate view of the school’s strengths and areas to improve. They have selected the right priorities to focus upon and are driving improvement with resolution. The progress of pupils has improved considerably over the past 18 months, as teaching has become more consistent. In 2018, the school’s key stage 2 pupil progress measure was among the top 10% of schools in reading and mathematics. Attainment also improved. The proportion of Year 6 pupils who reached the expected standard in reading, writing and mathematics combined was well above the national average. Children in the early years enjoy a rich and varied curriculum that prepares them well for learning in Year 1. Activities include making mud curd in the kitchen outside and fishing for ping-pong balls with sounds written on them. Children are happy and socialise well. They form their letters correctly and are beginning to string them into words. The school has maintained the strengths reported in the previous inspection report and addressed the areas to improve, such as writing. Pupils behave very well. They are polite and eager to talk about their learning. They present their work neatly and have very positive attitudes to learning. Teachers have high expectations of pupils, ensuring that learning takes place in a calm, purposeful atmosphere. Pupils read confidently. The younger children sound out difficult words. Pupils enjoy using the school’s refurbished and well-stocked library, which is located centrally for ease of access. Parents and carers are very supportive of the school and the changes you have introduced. One said: ‘This is a very positive and engaging school.’ They value the Parent Forum, where they can make their views known. For example, they welcome the changes to home learning, which give pupils much more choice and make tasks more relevant to the current topic. Parents say that communication has improved. They like the ‘mobile-friendly’ website and the school’s use of social media to inform them about what is going on. Governors bring a wide range of skills and enthusiasm to the school. They are interested and curious, holding leaders to account for standards and linking with subject leaders on a regular basis. Governors ensure that the pupil premium is well spent and that the school provides value for money. They sponsor prizes for writing and handwriting, which are eagerly contested. Safeguarding is effective. The school has a culture where pupils feel safe and where vulnerable pupils are well supported. All legal requirements are met. Leaders ensure that adults are suitable to work in the school and that records are kept up to date. All concerns are logged and any patterns noted. Leaders are active in making sure that children receive the help they need. Pupils feel safe in the school and parents are happy that their children are well supported. All school staff receive safeguarding training. They know what to do if they have any concerns about the welfare of a pupil. Leaders work closely with external agencies for the benefit of pupils and their families. Inspection findings In order to make sure the school remains good, I identified a number of key lines of enquiry, which we agreed at our initial meeting. First, I considered what leaders are doing to ensure that all disadvantaged pupils make the progress they should. This was because there had been some variation in the past. Teachers know the disadvantaged pupils in their classes well. Regular pupilprogress meetings ensure that these pupils’ needs are reviewed and actions taken to support them where necessary. A new approach to helping pupils has strengthened progress. This involves teaching staff using their assessments of how pupils are doing in a lesson to provide immediate support the same day.