You have maintained the good quality of education in the school since the last inspection. Groups of parents, pupils and governors I spoke to during the inspection recognise the improvements you, your leadership team and staff have made to the school. Your self-evaluation judges the school accurately to be good. Governors and the local authority adviser confirm that the school has continued to improve under your committed and determined leadership. There is a welcoming and warm feel to the school, with strong relationships between staff and pupils. There is a real family ethos, which is much praised by parents, staff and pupils. Leaders and staff are determined to provide the highest quality education and, through their knowledge of each pupil, recognise when further support is required to help pupils achieve well. The learning environment is purposeful, calm and respectful. Pupils’ behaviour is good and they are polite and well mannered. Parents like the fact that ‘the children take care of each other’ and they are very happy with all aspects of the school’s provision. Parents are also delighted with the support offered to pupils transferring from pre-schools into the Reception class and from other schools during the school year. One added that their child ‘was like a different child’ following transfer from another school due to your efforts to get to know the family well. A governor added: ‘This is a happy, well-run school with children who are happy to be here.’ Since the last inspection, your leadership team has reviewed your assessment procedures and now uses information recorded in the assessment system, alongside pupils’ progress meetings, to identify individual pupils’ learning needs. Teachers devise learning activities swiftly to meet these identified needs so that no child is allowed to fall behind. The online system used by early years staff allows parents to recognise and contribute to the assessment of their child’s development. This has also resulted in improved expectations of children’s development in the Reception class. Pupils state that they enjoy the friendly ethos of the school where ‘everyone is nice to each other’. Parents and pupils value the range and variety of outdoor and extracurricular activities, which include residential visits, trips and various sports and opportunities to enjoy music. Governors recognised that, following the last inspection, they needed to become much more involved in the development and monitoring of the school’s effectiveness. They audited their skills and the resulting training for the entire governing body has led to greater challenge and improved systems for holding school leaders to account. They have identified link governors who visit school regularly to gain a first-hand knowledge of the school. The governing body is now very effective in carrying out its strategic and statutory duties. You and your team have taken effective action to address the areas for improvement since the last inspection. You have worked with your staff to improve the quality of teaching to ensure it is better matched to the pupils’ abilities. You and your teachers are making good use of the school’s wonderful setting by developing opportunities to learn outside. This, alongside improved teaching provision, ensures that pupils’ attention and interest is sustained across lessons. Pupils show enthusiasm for science and mathematics lessons outside. During the inspection, pupils in one class were developing their art skills in the outdoor environment. You have ensured that there is sufficient challenge in lessons to make sure that pupils are engaged in their learning. As a result, the majority of pupils show good learning habits. Staffing ratios in the early years classroom have been addressed and are now very favourable. Changes and improvements to the early years outdoor area have allowed staff to improve provision. Effective teaching and planning encourages greater opportunities for children’s language and early mathematics acquisition. Leaders have improved teaching and learning in mathematics across the school by giving pupils greater opportunities to investigate and solve problems. The school’s assistant headteacher has recognised the need for further improvements in mathematics and has undertaken research into the development of pupils’ reasoning skills. Pupils’ books and observations in lessons show that they can apply their mathematical knowledge to a variety of real-life problems. However, while pupils’ reasoning skills are improving in Years 5 and 6, they are less well developed in other years across the school. Here pupils show less confidence in explaining how and why they have used their mathematical skills to find answers. Safeguarding is effective.