The leadership team has maintained the good quality of education in the school since the last inspection. You have recently successfully steered the school through a turbulent time of staffing and governance change. Your self-evaluation summary is accurate and the plans for school improvement are clear and concise. As a result of this, the experienced deputy head teacher, phase leaders and governors know the strengths and areas for development in the school very well. In 2016, pupil outcomes at the end of key stage 2 dipped in writing. However, you have swiftly identified the reasons for this and have taken decisive action to ensure that the development of pupils’ spelling, punctuation and grammar skills is becoming embedded in extended pieces of writing. You have also begun to moderate pupils’ work with other schools to ensure that teachers’ assessments of pupils’ writing are accurate. Parents are overwhelming in their praise for the efforts taken by you and your staff to ensure that pupils feel safe, make good progress and enjoy their time at the school. One parent commented, ‘I can’t fault it, it’s a brilliant school.’ The previous inspection report highlighted the need for staff to share outstanding practice and to ensure that lesson observations have a clear focus on the impact of teaching on the learning and progress of all pupils. It is clear from my discussions with you and with senior leaders that you have addressed this well, for example through teachers observing each other teach and providing them with more opportunities to share ideas. At the previous inspection, inspectors identified the need for teachers to check regularly, throughout lessons, that pupils are clear about their work and that teachers use questioning more effectively to engage pupils in their learning. As I toured the school with you, I spoke to many pupils who were clear about what they had been asked to do. Their comments indicated that this was a typical occurrence. I also heard many examples of teachers and teaching assistants asking questions that helped to deepen pupils’ knowledge and understanding. Leaders have therefore been successful in addressing the areas for improvement highlighted at the previous inspection. When visiting classrooms with you, I observed many examples of pupils who were concentrating and fully engaged in activities. There is a distinct ‘working atmosphere’ in classes as pupils confidently discuss their learning with each other and with other adults. In Year 2, for example, pupils were challenged appropriately to deepen their knowledge of fractions. In Year 5, pupils were enjoying improving a piece of writing about a highwayman by changing vocabulary, adding clauses, similes and examples of alliteration. Pupils are well behaved, both in classrooms and when outside. They look smart in their uniform and are polite with each other, adults and visitors. They take pride in their work and in their school. You have correctly identified that teaching assistants can occasionally offer too much support for pupils. I observed that recent training for teaching assistants has encouraged them to ask more thought-provoking and open-ended questions. This successfully helps pupils develop their confidence and independence when completing activities. Leaders are committed to providing pupils with a broad, balanced and extended curriculum. One such example is the ‘growing project’ and on-site allotment. This allows pupils to deepen their scientific knowledge as well as their understanding of how food is produced. The good work the school is doing to promote pupils’ spelling, punctuation and grammar skills, and to ensure that these skills are then transferred into pupil’s extended writing across the curriculum, needs to continue. The school would benefit from further increasing opportunities for teachers to externally moderate pupils’ extended writing in order to validate the accuracy of their own assessment judgements. Governors, new to the role, understand that they need to develop their knowledge of the new accountability measures. This would enable them to challenge school leaders more robustly about the progress made by different groups of pupils, particularly those from disadvantaged backgrounds.