The leadership team has maintained the good quality of education in the school since the last inspection. Pupils continue to learn and achieve well. They benefit from a curriculum that makes a strong contribution to their love of learning and their personal development. Since becoming headteacher in January 2017, you have built on the school’s strengths. At the same time you have given attention to the areas you identified as needing further work. Pupils, parents and carers, and staff were unanimous in their praise for the changes you have introduced. The pupils spoke with pride about the smarter school uniform. They appreciate the new house system, which helps them to celebrate their achievements and their kindness to others. Pupils and their parents are particularly pleased with the improvements to the curriculum you and the other teachers have brought about. You took the decision to devolve some of the school’s curriculum funding to class teachers. This has empowered teachers to devise exciting classroom activities. They complement these with a wide range of exciting trips and visits. During this inspection, pupils in Year 5 were at Birmingham Museum and Art Gallery finding out more about the Anglo-Saxons. Only the day before, a planetarium had been set up in the school for pupils in Years 2 and 4 to enjoy. The pupils in Year 3 told me how excited they were about their visit to the Snow Zone next week. This followed their work on Sir Ernest Shackleton and the Antarctic. Opportunities such as these are making a real difference to the curriculum. They enhance pupils’ enjoyment of school and give real stimulus to class-based learning in the foundation subjects. Improved assessment arrangements enable teachers to check that such activities are supporting pupils’ learning well. Pupils’ enjoyment of school is also enhanced by an exceptional range of extra-curricular activities, including in sports and music. At the last inspection, the school was asked to strengthen some aspects of teaching. For example, teachers needed to check pupils’ learning more effectively during lessons. The school was also asked to share the best practice in teaching across the school. Since joining the school, you have worked closely and effectively with staff to help refine their teaching. You have given particular attention to improving teachers’ use of assessment to plan activities and make checks on pupils’ learning. As a result, teachers have much better skills in assessing the impact of their teaching over a period of time. In the lessons we visited, teachers had used assessment information carefully to plan learning that matched pupils’ different needs. We agreed, though, that teachers are not consistently using assessment in lessons to move pupils quickly on to more challenging work. The school was also asked to track the progress of different groups of pupils more carefully. This was to strengthen leaders’ and governors’ understanding of how well different groups of pupils are achieving. Put simply, you have transformed this aspect of the school’s work by introducing a rigorous approach to assessment. Staff at all levels now have a very precise understanding of how well different groups of pupils are achieving in key stages 1 and 2. Detailed class achievement planners mean that teachers, leaders and governors know exactly which groups of pupils are achieving well and which need additional support. The good quality of your work in this area is leading to more effective leadership at all levels. It has also strengthened the effectiveness of governance. You provide extremely helpful and detailed information for governors. This means that they now hold you and your colleagues more rigorously to account for pupils’ achievement than before. These arrangements, however, are not yet fully in place in the early years. These improvements are accelerating the progress of all pupils. Last year, pupils made better progress in key stages 1 and 2 than in the previous year. Pupils whose attainment had been average by the end of key stage 1 made particularly good progress by the end of Year 6. You know that this trend of improvement now needs to be continued so that all pupils make the rapid and sustained progress you, the staff and the governors aspire for. Safeguarding is effective. This is a school where pupils feel cherished and supported. They play happily together and know that their teachers will help them to sort out any problems they may have. The pupils reported that there is very little bullying in the school. They are well informed about the characteristics of bullying. They take seriously their duty to report any unkind behaviour to their teachers.