The leadership team has maintained the good quality of education in the school since the last inspection. On taking up your post as headteacher in September 2017, you quickly established a precise understanding of the school’s performance. Following a period of instability in the school’s leadership, you are now providing strong and determined direction, setting high expectations for teaching and learning. You are ambitious for the school and, together with your leadership team, are driving forward the school’s continuous improvement. As a result, your actions have brought about rapid and sustained progress in raising pupils’ achievement. Leaders have successfully addressed the areas for improvement in the previous inspection report, while maintaining the school’s strengths. Governors have a very good understanding of their strategic role and know what the school does well and what it still needs to work on. They act with belief, providing leaders with an appropriate balance of challenge and support. Governors share your high aspirations for what pupils can achieve. They are knowledgeable, perceptive and committed in their work. You draw on the strengths of middle leaders well to assist you in raising standards. The newly appointed middle leaders for English and mathematics are passionate about their work and carry out their roles and responsibilities with diligence. They make effective use of assessment information to inform their actions and are well focused on supporting teaching staff. However, you recognise that middle leaders have yet to develop their skills and expertise fully in monitoring and evaluating the quality of teaching and learning. You also recognise that pupils need to use their skills in writing at length routinely across the wider curriculum. You have quickly secured the support of a highly devoted and hard-working staff. All staff who responded to the survey said that they enjoy working at this school and are treated fairly. They unanimously agree that you use training to encourage, support and challenge their development. Pupils behave well. They are confident and self-assured. They make good progress because of their extremely positive attitudes to learning. My visit to the pre-school and early years settings highlighted children’s interest and enjoyment in their learning. Teachers and teaching assistants are patient and attentive to children’s individual needs. Children behave well in the early years and pre-school, and they feel safe. The large majority of parents who responded to Ofsted’s online questionnaire, Parent View, agree that pupils are happy, feel safe and are well looked after. Parents say that Westonzoyland Primary is a friendly and welcoming school. They say that pupils are enthusiastic about their learning. For example, a comment written by one parent, typical of many, was, ‘Teachers go out of their way to ensure each pupil is treated as an individual and is praised for their own personal achievements.’ Safeguarding is effective. There is a school-wide approach to keeping pupils safe. All safeguarding arrangements are fit for purpose. Systems to identify pupils who may be at risk of harm are effective. My discussions with pupils showed that they feel safe and happy at school, and have a trusted adult they can go to with a worry or a concern. They speak knowledgeably about how to stay safe online and are clear on what they should do if they fall victim to cyber bullying. You ensure that all staff are appropriately trained. Consequently, they have the necessary expertise to recognise the signs of potential abuse quickly. You work effectively with outside agencies and are persistent in securing suitable and timely responses to your concerns. You have appropriate recruitment procedures which ensure that staff are suitable to work with children. Governors routinely check the effectiveness of the school’s work to keep pupils safe. Part of our discussions around safeguarding focused on pupils’ attendance. This is because in 2015 and 2016 rates of absence were above the national average. You have put a range of measures in place to check and improve pupils’ attendance. You ensure that poor attendance is not allowed to go unchallenged. These actions are proving to be successful because attendance is improving for individuals and groups.