The leadership team has maintained the good quality of education in the school since the last inspection. Outcomes at the end of the early years and at the end of key stage 1 are well above national figures. Results of the Year 1 phonics screening check are also well above national expectations. Since you started at the school in September 2016, the raising of standards for all groups of pupils, including disadvantaged pupils, has been a clear priority for you and your newly formed leadership team. You have a very clear vision for the school and, together with your leadership team, you are making rapid and necessary changes. You fully understand the areas for development within the school. You have strategic plans and current actions in place to address and improve them. Around the school and in classrooms, pupils care about each other and feel safe. You have developed an ethos and culture of nurturing pupils throughout the school and have further plans in place to extend this. As one parent commented: ‘It is an extremely nurturing school, and it is very clear that the needs of each individual child are a priority.’ Pupils are very proud of their school and of the work they do. Pupils are polite and friendly, and enjoy talking about their learning. The vast majority of parents who responded to Parent View, Ofsted’s online questionnaire, were extremely positive about the school and would recommend it to others. A parent commented that: ‘This is an amazing school and the teachers my child has had have been engaging, inspiring and all-round great at what they do.’ You have implemented a new assessment and tracking system that allows you and your leadership team to see how well pupils are progressing. Your careful analysis of this information fully informs planning and provision of support for pupils so that they make at least expected progress. The leadership team carries out thorough monitoring across the school. It holds regular meetings with staff to track individual pupils’ progress and to make any necessary adjustments to the support provided. You work well with other local schools to agree your assessments of pupils’ learning. The leadership of the school was asked at the last inspection to provide a succinct and easily understood overview of the performance of individuals and groups to help inform self-evaluation and strategic planning. You have worked to develop a new assessment system to meet this need. Following your evaluation of this system, you are now refining it to fully develop its impact. Your self-evaluation is accurate, you know what needs to be improved and have detailed plans and actions in place. Your use of the recently introduced assessment system needs ongoing refinement to ensure that it supports all pupils in making rapid progress from their different starting points. This would help more pupils to learn to a greater depth across their subjects. You and your leadership team have the capacity and knowledge to move the school forward successfully with these priorities. The leadership team is supported well by the governing body. Governors focus on what matters and visit the school regularly. They provide a good level of challenge and support to school leaders. Safeguarding is effective. Pupils’ well-being is central to the life of the school. As one parent wrote: ‘We have felt confident our children have been well looked after and cared for whilst at school.’ Leaders work closely with families to support any pupil whose circumstances make them vulnerable. Your work on addressing absence rates has been highly effective in increasing attendance of pupils who were previously identified as persistent absentees. Staff have an up-to-date knowledge of current safeguarding requirements and have received recent training. They are vigilant about the risks posed to children and know how to report any concerns they may have. Pupils across the school have learned about what bullying is and know what to do if they ever feel worried or concerned about their own safety, or that of others. Pupils report that bullying rarely happens and that they are confident that adults in the school deal effectively with these rare occurrences. Leaders make sure safeguarding arrangements are fit for purpose. Governors check carefully to make sure safeguarding arrangements are effective and that records are of a high quality.