The leadership team has maintained the good quality of education in the school since the last inspection. You lead a welcoming and inclusive school, which is firmly rooted in Christian values. Pupils learn to live out the school’s motto, ‘Preparing for a positive future, achieved through faith’. Through a range of leadership opportunities, pupils help others and develop as kind and caring individuals. Staff and governors focus strongly on well-being. This ensures that the needs of the most vulnerable pupils are met. Your carefully planned and engaging curriculum gives pupils many opportunities to develop their skills and knowledge in different subjects. Since the previous inspection, standards have risen and pupils achieve well. Leaders and governors are aspirational for the school and keen to raise standards still further, including for the most able pupils. You have developed an enthusiastic and skilled team of staff, who welcome the training you give them to improve their skills. Leaders use their accurate understanding of the strengths and weaknesses of the school to tailor ongoing professional development. There is a strong focus on staff training at all levels. You have provided effective training for subject leaders to fulfil their role. You hold teachers to account for the quality of teaching and learning in each subject area. This has had a positive effect on improving the quality of teaching and outcomes for pupils, particularly in reading. Strong support for leaders and teachers in the early years has resulted in an increasing proportion of children achieving a good level of development by the end of Reception. The recent training that you have provided for staff is improving pupils’ progress in writing and mathematics. You are providing further training for teaching assistants to support pupils in developing their writing skills. Your skilled governing body shares your high ambitions for the school. Governors are keen for staff to build on recent improvements in mathematics and writing outcomes, so that pupils, including the most able, make even better progress. Governors meet with staff regularly and know the school well. Governors use their knowledge and skills to provide a good balance of challenge and support for leaders. Governors keep a careful check on safeguarding arrangements and ensure that they are of a high quality. Parents are overwhelmingly supportive of the work that the headteacher has done to improve the school. They are particularly impressed by the support that teachers give to pupils with special educational needs and/or disabilities (SEND). This is because staff provide a range of well-planned support, including for pupils’ social and emotional needs. Those pupils with whom I spoke during the inspection said that they enjoy the many leadership roles you give them, including ‘Team Spirit’ and ‘Junior Safety Officers’. Pupils lead a variety of activities and events, such as assembles about online safety and staying safe in the community. Pupils appreciate the engaging curriculum you have planned, which is enhanced by many extra-curricular clubs, such as robot club and animal club. Trips, for example history visits to local museums, develop pupils’ knowledge and understanding across the curriculum. Pupils enjoy outdoor and adventurous residential trips in Years 2, 4 and 6. Opportunities such as these support pupils to develop as considerate, confident and resilient individuals, well-prepared for their next stage of education. The majority of parents and carers view pupils’ behaviour as good. Staff teach pupils to value differences and to care for others. This is reflected in pupils’ calm and considerate behaviour in class and around school. However, some parents raised concerns about bullying. During the inspection, I found that pupils behave very well. Leaders have taken effective steps to reduce incidents of misbehaviour. Staff provide support for pupils with behavioural needs and this has had a positive impact. Behaviour logs and interviews with staff, leaders and pupils confirm that bullying is not a problem in the school. Pupils report that they feel safe in school. They are confident that staff listen to their concerns and deal with any misbehaviour. Leaders have responded well to the areas for improvement identified at the previous inspection. Teachers have improved the challenge that they give to pupils in mathematics. Teachers plan a range of practical activities to improve pupils’ confidence and understanding in mathematics. Scrutiny of pupils’ workbooks shows that they develop their reasoning and problem-solving skills. Pupils use their mathematical skills across different areas of the curriculum. For example, in history, Year 5 pupils used their skills to calculate the volume of a pyramid. As a result of these effective steps to improve achievement in mathematics, standards have risen. However, the changes that leaders have made are recent. The attainment of the most able pupils remains below national averages by the end of Year 6.