The leadership team has maintained the good quality of education in the school since the last inspection. You and your very adept deputy headteacher have worked with great determination and effort to develop key areas of the school to ensure that the quality of education is good, particularly in reading. Since the previous inspection, there have been a number of changes in staffing and the governing body. These have strengthened leadership and the quality of education. You, other leaders and the governors have an accurate and reflective view of the school’s strengths and priorities. Adults demonstrate high levels of care for the pupils, and relationships are highly positive around the school. Parents and carers hold you in high regard and recognise the impact that your actions have had. Staff who are new to the school are supported to learn the school’s systems quickly. This means that the approaches you use to help pupils are delivered with a good level of consistency. Pupils are polite, well mannered and confident, both inside and outside the classroom. They move around the school sensibly and open doors for adults and for their peers. Pupils are supportive of each other and work well together in the classroom, for example when discussing their learning together with a partner. At the previous inspection in 2014, inspectors asked the leadership team to improve the teaching of reading and phonics and to consistently challenge all pupils to do their best. You have worked diligently to raise the standards of reading and phonics in the school. The proportion of pupils reaching the expected standards in reading, writing and mathematics at the end of each key stage has improved to be in line with that seen nationally. In 2018, provisional results suggest further improvements have been made for those pupils working at the higher standard at the end of each key stage. Through raising adults’ expectations of pupils, you have created a culture where pupils feel that it is acceptable to make mistakes as part of their learning process. This was particularly evident in upper key stage 2, where I watched pupils work attentively in lessons and where teachers quickly adapted their tasks when pupils found the work too easy. This ensured that they were always fully challenged. It was also clear from pupils’ books that teachers ensured that pupils made good progress during their time at school. However, we agreed that there are still some weaknesses in the curriculum in mathematics and in the teaching of English in lower key stage 2. Many parents expressed their support for you, the leadership team and the teaching staff. Comments such as ‘brilliant’, ‘friendly’, ‘supportive’ and ‘always listening to pupils and parents’ were expressed by parents, including a statement from one parent who commented on the headteacher being ‘my kind of woman, as she has bought the fun back into learning’. The vision of ‘learning, caring, sharing’ is central to everything that the school does. Pupils like being at school and they told me that they enjoy their lessons and are confident that they are making good progress. They particularly appreciate the range of sporting activities provided. This was evident from the number of pupils of various ages coming to school early to run with the staff in the daily ‘run a mile’ scheme. Pupils in Year 6 told me that transition into secondary school was ‘not scary’ as they had opportunities to see and experience their school first-hand, as the school is in close proximity to the secondary-school site. Safeguarding is effective. As designated safeguarding lead, you have ensured that all safeguarding arrangements meet requirements. You carry out thorough checks when recruiting new staff to ensure that they are suitable to work with children. Staff, including those new to the school, know and follow the school’s policies and procedures well to report any concerns they identify about pupils’ welfare or well-being. Staff know exactly what to do should they have any concerns about a pupil or another member of staff. You provide staff with relevant safeguarding training and update them throughout the year to ensure that they are kept aware of important safeguarding information. Governors make regular checks to ensure that the single central record of recruitment checks, the policies and the procedures are up to date. Pupils express their confidence in adults at the school. They are confident that their concerns are followed up quickly by staff and are dealt with effectively. Pupils say that they feel safe at school. They eagerly describe the way staff support them to stay safe online, especially on gaming sites. Every parent who responded to the online questionnaire, Parent View, agreed that their child is safe in school.