The leadership team has maintained the good quality of education in the school since the previous inspection. Caddington Village School is a calm, welcoming and nurturing place where staff help pupils to develop well, academically, emotionally, socially and personally. Pupils enjoy being at the school, learn well, and subsequently thrive. They are happy, ambitious and display positive attitudes towards their learning, school and each other. Over time, you and your leaders, along with governors, have successfully established an aspirational culture for all pupils. The whole staff team ensures that the school is a very kind, caring place for the pupils to develop in all aspects of their life. Parents trust and respect leaders and the staff team and appreciate the help that the school provides for families in the community. In the responses to the Ofsted free-text system, one parent refers to the school as ‘a well-oiled machine’ and another, reflecting the views of many others, commented: ‘... an absolutely fantastic school with staff who are dedicated and passionate about everything that they do. The pupils always come first and are at the heart of our community.’ You and your leaders, including governors, promote forward-thinking and innovative approaches in all you do. For example, leaders have carefully explored the unique needs of their community and the pupils they care for to develop their personal, social and health education curriculum. The school’s chosen programme is promoting pupils’ self-esteem and confidence in a meaningful way that helps them to become better, more resilient learners. Pupils are consulted about what they want to learn, and parents say: ‘We like that we have been asked at parents’ evenings about our thoughts on curriculum development and what else students should be taught at Caddington Village School.’ This contributes towards the school successfully being an active part of the community. Caddington Village School is federated with Slip End Village School. The quality of education is supported well by the school being part of the federation. Leaders and governors gave a range of examples of how the training, sharing of good practice and school-to-school checks on the accuracy of assessment information are helping improve the quality of their work. Inspection evidence further confirms their views. There has been a sustained focus on the areas to improve identified in the previous inspection. Leaders have continued to check the quality of teaching and learning and ensure greater consistency in supporting pupils to improve, and in adults’ questioning skills. This has resulted in improving outcomes for pupils. Consequently, at the end of their primary experience, pupils are well prepared for the next stage of their education. Safeguarding is effective. Leaders have made sure that maintaining pupils’ safety and well-being is their priority. Staff receive advice and information about safeguarding as part of their induction. This means that staff are well informed and know about the school’s processes for keeping pupils safe. Systems to ensure that all adults receive the training they need are efficient and managed well. The special educational needs coordinator and pastoral coordinator work well with families and other agencies to support vulnerable pupils, including making timely referrals to a wide range of external professionals. Governors regularly check the effectiveness of the school’s work to keep pupils safe. Governors have completed safer recruitment training, putting their skills and expertise to good effect when recruiting staff and during the regular safeguarding checks undertaken within the school. Inspection findings The school’s inclusive approach and ethos is a strength. At the core of this is well-trained staff who know pupils well and the exceptionally positive relationships between adults and pupils. Leaders plan appropriate provision that ensures that pupils can access learning in their own way and, consequently, achieve well. Overwhelmingly, parents, including those with children with special educational needs and/or disabilities (SEND), are very positive about the care, in-depth consideration of their children’s needs and the encouragement their children receive.