The leadership team has maintained the good quality of education in the school since the last inspection. You invite all staff to make a contribution, share ideas and lead on initiatives. Consequently, staff feel positive about working in the school because they know they are valued by you and trusted to do their jobs. All the staff who responded to the staff survey stated, many strongly so, that they were proud to be members of staff at the school. Nearly all staff agreed that leaders do all they can to ensure that staff are motivated, respected and effective in their roles. You respond positively to the challenge provided by governors and the school evaluation partner. They provide additional impetus to ensure that actions to address shortcomings are implemented swiftly. Governors are clear about the school’s areas for development. They have received training on how to use published achievement information to hold you to account. This enables them to ask the most pertinent questions about the achievement of different groups of pupils. Governors are committed to their work and take an active interest in the school. They bring different experiences and skills to bear on their work, from backgrounds such as education, industry and the church. Over time, your close working with staff has fostered trust, shared commitment and stability. Consequently, staff have high expectations of themselves and pupils. Staff have been diligent in keeping pace with curriculum changes and teaching practice developments. More recently, the school has benefited from its association with other schools in the West Dorset Collaboration. This partnership enables leaders and staff to share practice to improve what they do. As a result, the quality of teaching has been consistently good over time, which, in turn, has led to good achievement in most subjects. Pupils feel at home in the school because staff have nurtured a caring, supportive and welcoming culture. This explains why many pupils who attend the school come from outside of the catchment area. Pupils want to do their best and this shows in their behaviour and the way they treat each other. Pupils are friendly, cheerful and loyal to their school. Nearly all of the pupils who responded to the pupil survey stated that they enjoyed school. 25 out of 26 pupils would recommend the school. The large majority of parents who responded to the online survey Parent View are also satisfied with different aspects of the school’s work. 95% of respondents would recommend the school. Leaders have successfully addressed areas for improvement from the last inspection. Teachers set clear targets for pupils so that they know what they are expected to achieve in individual lessons and over time. Mathematics achievement is now comparable with pupils’ achievement in reading. Opportunities are provided to pupils to develop mathematical skills in other curriculum subjects, such as science. At the beginning of the inspection, we agreed on the key lines of enquiry to be considered during the day. These included establishing the effectiveness of leaders’ actions to raise pupils’ achievement in writing by the time they leave the school. The second line of enquiry considered the effectiveness of leaders’ actions to raise pupils’ attainment in reading at the end of key stage 1. Finally, we considered whether safeguarding is effective. These lines of enquiry are considered below where they have not already been referred to. Safeguarding is effective. Pupils are well known in this small school. Staff are vigilant for signs of upset or distress and ensure that pupils are ready for learning. Pupils feel comfortable around school staff and feel able to approach them with any worries they might have. One pupil told me, ‘The staff are really kind. They look after us well.’ All staff have received child protection training and know who to speak to if they have concerns. The referral system enables staff to record their concerns, which are relatively few, in a clear and comprehensive way. These are then passed on to the designated safeguarding lead. However, the storing and collation of information about pupils is not as well organised as it might be. This, potentially, hinders staff from developing a full, rounded understanding of a child’s circumstances. Pupils report that they feel safe because behaviour is good and there is very little bullying. Pupils who spoke with me, and the overwhelming majority of those who responded to the survey, agreed that bullying was dealt with effectively when it did occur.