The leadership team has maintained the good quality of education in the school since the last inspection. You are very ambitious for the pupils in your school and are passionate and determined that every child should receive the best education possible. The school’s ethos of ‘Reason, resilience, respect’ is understood and adhered to by pupils and staff. This has resulted in a happy and nurturing environment. Since your appointment as headteacher in April 2016, the school has benefited from your clear vision and relentless drive to address the improvement priorities. The school has experienced a period of turbulence in staffing since it was last inspected, which has limited the pace of improvement. However, you have brought stability to the school and made good use of your considerable expertise and knowledge of effective teaching to develop the skills of your staff. Staff are fully supportive of the changes that have been implemented and, as a result, behaviour has improved and pupils make good progress. Together with your special educational needs coordinator (SENCo), who is new to the role, you have examined the needs of pupils who have special educational needs and/or disabilities. The recruitment of additional staff with necessary skills has improved provision for this group of pupils. You are providing good support for the school’s SENCo to help her adapt quickly to her role. The effect of this work is too early to determine and you realise that there is still work to be done to improve the progress of these pupils. In response to a dip in outcomes achieved by pupils in 2016, you have taken effective action to improve the quality of teaching, learning and assessment. This has led to a substantial increase in the proportion of pupils meeting the expected standard in reading and mathematics this year, which demonstrates that you and your team have the capacity to improve the school further. You are aware that, although you have made some improvements to the teaching of writing across the school, there is more to do to ensure that a higher proportion of pupils meet the expected standards. The high expectations that all staff have of pupils is reflected in the positive attitudes that pupils have in the classroom. Pupils are well behaved and polite, and show consideration and care for each other. They have a good understanding of the rules that underpin the school’s values, such as ‘Treat others as you would like to be treated.’ Pupils report a noticeable difference in pupils’ behaviour at lunchtimes. You and your deputy head have provided training for lunchtime staff and invested in new apparatus and clubs, such as the arts and crafts club and homework club, which are popular with pupils. Since the last inspection, there have been a number of changes to the governing body. Governors have a clear understanding of their roles and responsibilities. They are committed to the school by holding more regular meetings to ensure that improvements continue. Governors understand the school’s strengths and areas for development, and have made sure that their own development has kept pace with change. Safeguarding is effective. The leadership team ensures that all safeguarding arrangements are fit for purpose and that records are detailed and of high quality. The record of checks on staff meets statutory requirements and is fully compliant. Staff are given a thorough induction and training in safeguarding and know what to do should they have any concern about a child. Senior leaders deal swiftly and effectively with any safeguarding concerns that arise, closely liaising with families and other agencies to support pupils. Pupils told me that they feel safe at school. They are aware of different types of bullying and know how to stay safe online. Furthermore, pupils believe that bullying is rare but if it does happen staff act quickly to sort it out. Attendance has improved. You have created a new role of attendance leader, who works closely with the families of children who may be more vulnerable. Signs of improvement in attendance for these pupils is beginning to show. Working with other agencies, you have recently taken a number of steps to reduce persistent absence levels for disadvantaged pupils and pupils who have special educational needs and/or disabilities. However, it is too soon to determine the effect of this work.