The leadership team has maintained the good quality of education in the school since the last inspection. You joined the school in 2014, on the retirement of the previous headteacher. Since then, you, your leaders and governors have worked diligently to maintain standards and improve aspects of the school. Parents are very positive about the changes you have made to the organisation of the school. They say that you are responsive and receptive when communicating with them. Staff praised the way that you have led improvements in the school. As one teacher said: ‘The headteacher is incredibly supportive. We feel valued and listened to.’ At the last inspection, the inspectors asked for an improvement in the leadership of the school. Since then, there has been a substantial change in the membership of the governing body. Governors have made sure that they have a wider range of appropriate skills. These skills are used very effectively to support and challenge leaders’ work. You, your leaders and governors have refined your approach to school improvement by making sure that the school’s self-evaluation and improvement plans clearly show actions and outcomes, and focus on the impact on pupils’ progress. You evaluate these improvement actions very well, so that you have an accurate and thorough view of the school’s strengths and areas for further development. Since joining the school, you have built a team of committed teachers and leaders who work well together. Your recently strengthened leadership team is well placed to oversee the further changes you are making to the school. The training and support they are receiving is helping them to refine their leadership skills and carry out their roles proficiently. Staff appreciate the opportunities you have provided for them to visit local schools. This has allowed them to reflect on their own practice, share ideas and refine their skills. Consequently, pupils experience effective teaching which results in them making good and improving progress across the curriculum. At the last inspection, the inspectors asked leaders to accelerate pupils’ progress. It has taken some time to achieve this; however, pupils’ progress has begun to accelerate. Standards in the early years have improved so that broadly average proportions of children now achieve a good level of development by the end of the Reception Year. Pupils’ progress in reading and writing has accelerated, so that more pupils attain the expected and greater depth standard by the end of key stage 2 than in the past. Current pupils now make better progress in mathematics than previously. The progress of disadvantaged pupils is also more rapid, so that more achieve at least expected standards. However, you recognise that there is more to do to make sure that pupils achieve their full potential. Standards in phonics (letters and the sounds they represent) need to rise, and further improvements are necessary in spelling and boys’ writing. Equally, pupils’ progress in mathematics needs to accelerate further so that higher proportions achieve at least the expected standard. Pupils’ high standards of behaviour, which were recognised as outstanding at the last inspection, have been maintained. Pupils are exceptionally well behaved in lessons and around the school. They speak confidently to adults, work hard, and enjoy participating in the extra-curricular activities you provide, such as ‘coding club’ and ‘gardening club’. Pupils are especially proud of the school’s orchestra and choir. Parents were keen to tell me how well their children have settled at your school, praising the inclusive, family atmosphere you have created. Several parents told me how much they appreciate the high level of care which adults show towards pupils, singling out the work of your school’s counsellor for particular commendation. Safeguarding is effective. You have made sure that pupils are looked after very well and are safe. Leaders and governors make thorough checks when recruiting new staff. You provide regular, comprehensive training in child protection. Staff know the signs that may indicate a child needs help, and speak confidently about how to report any concerns they may have. You keep accurate and detailed records which clearly show that you involve outside agencies promptly, when appropriate, so that pupils get the help and care they need. The curriculum supports pupils’ safety well. Pupils learn how to manage risks appropriately, for example how to cross roads safely or ride their bicycles in traffic. The pupils I spoke to all knew how to keep themselves safe, both online and in the community. They knew not to talk to strangers when they are outside and online.