The leadership team has maintained the good quality of education in the school since the last inspection. You have used your time very wisely since joining the school two months ago and have got to know the school community well. Staff, pupils, parents and carers appreciate this, and they have already developed a high level of respect and trust for you as Weeke School’s headteacher. Parents and pupils particularly appreciate the time you spend with them at the start and end of the school day as you greet them and get to know them better. You lead and manage the school well. You and your senior leaders have a very good understanding of the school’s strengths and weaknesses and check carefully on the quality of teaching and learning. During the inspection, we agreed on the strengths and weaknesses in the teaching we jointly observed. Teachers assess pupils’ progress regularly and you use the results well to provide additional support for those pupils at risk of falling behind. You are effectively developing leadership at every level of the school. You see this, quite rightly, as the key to ensuring further sustained improvement. You have created an atmosphere of supported autonomy so that all the leaders of the key areas and subjects in the school feel well supported. You communicate well, listening hard and challenging staff so that they can fulfil and develop their roles effectively. As a result, all staff feel part of, and key to, the school’s continued improvement. They want the school and every pupil in it to do well. The governing body is effective. It has recently overseen your appointment as headteacher and is working with you to develop your leaders of learning. Governors understand well how to support leaders and hold them to account. They ask searching questions about the progress pupils make. High-quality provision in the early years ensures that most children are ready for the Year 1 curriculum. The outcomes of Year 1 pupils in the phonics screening check are consistently strong. Attainment for pupils at the end of key stage 1 and the end of key stage 2 has been above national expectations for three years. Historically, too few pupils who are working at greater depth by the end of key stage 1 have made above-average progress by the end of key stage 2. Pupils currently in Year 6 are making strong progress from their starting points at the end of key stage 1 and are well placed to achieve the higher standards of which they are capable. Your school provides a vibrant and caring environment for pupils to learn. The relationships between staff and pupils are warm and respectful. Pupils are focused on their learning in class, move around the school calmly and are keen to tell visitors about themselves and their school. They are very polite and very proud of their school. They know that if anyone behaves badly, adults will manage it well. You are making sure that members of the school community are involved in the current review of the school’s behaviour policy. This is a good example of the way you ensure that everyone’s views are heard. Leaders have tackled successfully the areas for improvement since the last inspection. Learning objectives are very clear and teachers and learning support assistants are very skilful in moving around the room to check on pupils’ learning. For example, in a Year 2 class, pupils were encouraged to talk about why a calculation was wrong and explain their reasons, using apparatus to demonstrate their understanding. At the time of the last inspection, you were also asked to accelerate the progress pupils made in writing and to support disadvantaged pupils to make stronger progress. Talking to pupils and looking at their work showed that this is no longer a concern. Leaders rightly focused on developing communication skills across the school to support pupils well in engaging with high-quality texts and writing for a range of purposes. Current pupils have a rich vocabulary which they use well to enhance their writing. For example, pupils in Year 3 collected some wonderful synonyms to describe a character from ‘The Secret Garden’. Currently, more pupils are exceeding the levels expected of them for their age in writing, including pupils with special educational needs and/or disabilities (SEND).