The leadership team has maintained the good quality of education in the school since the last inspection. Since then, the school has undergone significant changes in leadership. The membership of the governing body and the senior leadership team has changed considerably. You, the deputy headteacher and the chair of the governing body are all new in post. Five new teachers have joined the school since the previous inspection. You said that the school has now entered a period of stability. You joined the school in January 2017 on a secondment as executive headteacher. This role became permanent in March 2018. You quickly implemented plans to bring about rapid improvements to this school. Together with the staff, you have created a welcoming learning environment. The work of the pupils is held in high regard and displayed attractively for all to enjoy and celebrate. Pupils told me that they are proud to attend this school. They spoke about the changes that your leadership has brought. They said that systems for behaviour management were clear and fair. Older pupils told me about the many opportunities they have to take on extra responsibilities. For example, they can become house captains or play leaders. Pupils spoke passionately about the many charities that the school has supported recently. They particularly enjoyed telling me about their school trips and the residential visits on offer in key stage 2. Pupils have a good understanding of faiths and cultures different to their own. For example, pupils in Years 3 and 4 have completed some wonderful artwork and writing based on the colours, dances and music of Africa. Older pupils told me some of the things that they have learned about Islam, Judaism and Sikhism. Pupils have a comprehensive understanding of Fairtrade and how their work in school supports the initiative. The behaviour of pupils around school is exemplary. They are polite and well mannered. Pupils who responded to the Ofsted survey were overwhelmingly positive in their views of this school. Parents and carers are also extremely positive about the school. Parents who I spoke to, and those who responded to the Ofsted surveys, said that you and the staff were always visible and approachable. They particularly appreciate that you provide them with high-quality information well in advance to help them plan. All of the 58 parents who responded to Parent View, Ofsted’s online questionnaire, said that they would recommend this school. One parent, with a view typical of many, said, ‘This is a great school that has gone from strength to strength and given my child a great education and prepared him well for high school.’ Governors know the school well. Those that are new have received a good induction into their role. Governors appreciate the scope and detail of the information that you provide them with. This level of information enables them to ask sharper questions to challenge both you and other leaders. Governors are aware of their statutory responsibilities and they ensure that all safeguarding measures are in place. At the previous inspection, school leaders were asked to improve the quality of teaching, learning and assessment. You and your staff make frequent checks on the impact of teaching, including through regular evaluation of the quality of work in pupils’ books. This helps to build a picture of the quality of teaching over time. Clear systems are in place for teachers’ performance management. You hold teachers to account for aspects of their work, ensuring that at all times the impact they make on pupils’ progress is at the heart of the process. Regular checks on the quality of work in pupils’ books allow you and other leaders to keep a careful watch on standards across the curriculum. From observing in lessons and looking at pupils’ books, we saw that work is well matched to the needs of pupils. For example, in a Year 2 English lesson, we observed the most able pupils quickly getting to work while the teacher and other adults worked closely with other pupils to guide their learning and provide support where needed. Inspectors also asked school leaders to review the systems in place for teaching phonics. Results from the national phonics screening checks indicated that pupils’ outcomes declined between 2015 and 2017. As a result, you have restructured the teaching of phonics. From observing in lessons, looking at examples of pupils’ work and viewing current assessment information, it was clear that there have been marked improvements in this area. Pupils now benefit from well-structured sessions that are carefully pitched to meet their needs. Current assessment information indicates that pupils’ outcomes have improved this year.