The leadership team has maintained the good quality of education in the school since the previous inspection. Outcomes for pupils, particularly at key stage 2, have slipped over the last two years. Since your appointment as the acting headteacher in September 2016, you have wasted no time and have addressed this issue with rigour and promptness. There has been a vast improvement in standards at the end of the early years. The early years is a clear strength of the school. Over the last few years, the proportion of children achieving a good level of development has increased. In 2016, the proportion was well above the national average. Children acquire the basic skills and emotional resilience necessary for their learning in key stage 1. Also in 2016, the proportion of pupils, including the disadvantaged, who met the expected standard in the phonic screening check was well above average. The previous inspection report identified the need to strengthen pupils’ writing skills across the curriculum. Leaders have successfully addressed this by prioritising writing within the curriculum. You have provided effective training for teachers on how to teach grammar and spelling. Consequently, teachers’ subject knowledge and confidence have increased. Additionally, parents have received workshops on grammar and spelling so they can support their children’s learning. This provides good continuity for pupils. A school improvement board has been set up to improve outcomes for pupils comprised of school leaders, governors and a local authority representative. You are ambitious and determined to move the school forward and raise standards further. Staff are aware of and fully supportive of your vision for the school. Since the last inspection there has been a significant turnover of staff. There have also been new appointments at middle leadership. Your evaluations of the quality of teaching over time show that much of the teaching is good or better. Work in pupils’ books shows that pupils, across the school, are making typically good progress in writing and mathematics. Pupils read confidently and accurately. Pupils typically read challenging books. When they come across new and more difficult words, they use their knowledge of letters and sounds to accurately break the words down. Pupils are true ambassadors of the school. They are extremely polite, respectful and well-mannered. Pupils say they feel safe at school. They are knowledgeable about different types of bullying and know how to stay safe online. Pupils, should they need to raise any concerns, have the confidence and trust to approach adults in school. Most parents are positive and appreciate leaders’ work. You are committed to further strengthening partnerships with parents. You have identified this as a priority in the school’s improvement plans and would like parents and carers to become more involved in school life. You have rightly identified that a further priority for the school is to improve outcomes in science. You have also put in place the correct actions that will improve attendance, particularly for pupils who receive free school meals. Safeguarding is effective. The leadership team has ensured that safeguarding procedures are robust and fit for purpose. The pre-employment checks on the suitability of adults to work with children meet statutory requirements. Leaders keep detailed records of concerns and referrals made to the local authority, including child protection plans. Staff are well trained to notice any changes in pupils’ behaviour. They understand their roles in protecting pupils from the dangers associated with extremism and radicalisation. Inspection findings I evaluated the actions leaders are taking to accelerate pupils’ progress in writing at key stage 2, particularly for disadvantaged pupils, boys and pupils who have special educational needs and/or disabilities. This was because the provisional assessment information for 2016 showed that pupils’ progress in writing was below others nationally. Leaders have taken effective action to raise standards in writing across the school. For example, pupils are involved in writing projects that are linked to high-quality children’s texts. External professionals lead these writing projects. These projects have been successful. For example, pupils, particularly boys, are enthused and motivated to write.