The leadership team has maintained the good quality of education in the school since the previous inspection. Pupils are confident, articulate and their individual needs are well met at your school. Pupils are overwhelmingly positive about their experiences. They say that teachers make them work hard but also make learning really exciting and enjoyable. They feel that their teachers help them to achieve well. Almost all parents are highly effusive in their praise for the school. The atmosphere around the school is one of celebration of pupils’ high-quality work and their community ethos. Consequently, Chappel is a harmonious and happy learning environment. You, other leaders and governors have a good understanding of the strengths and areas for improvement in the school’s provision, most particularly the challenges of having small numbers of pupils with sometimes very varied needs. You have used this understanding to continue to raise standards in the school. In particular, you have invested time and resources into developing a rich curriculum, including extracurricular provision that is thoroughly planned and engages pupils with a range of subjects in a creative way. As a result, pupils love to learn, and make good progress in the time that they are in the school. While you have continued to improve the school since the previous inspection, you are clear that there are still areas that need further development in the school’s provision. In particular, ensuring that pupils make rapid progress in the early parts of key stage 2, most notably in mathematics, and that leaders monitor more precisely the longer-term impact of their work on pupils with specific and complex needs. Safeguarding is effective. You, as the designated safeguarding leader, alongside your senior teacher, ensure that staff record all incidents or concerns, no matter how seemingly trivial. Although you have made only a few referrals to external agencies, these referrals are appropriately made. You ensure that attendance and safeguarding go hand in hand in your work. The small numbers of pupils at your school mean that your published attendance figures against national averages for some groups of pupils can be affected considerably by a few pupils. Your continuous and diligent work with families and the local authority ensures that you make a difference to pupils’ attendance and safety, most notably for vulnerable pupils. Pupils feel safe and are taught how to stay safe, online and in the wider community, through a wide variety of lessons, trips, assemblies and visiting speakers. Pupils say that behaviour is exemplary and that bullying ‘doesn’t happen here’. The curriculum ensures that pupils are taught to respect each other’s differences as something to be cherished. Pupils actively live out the school’s Christian values in school, and in the wider community. Inspection findings Your school is much smaller than other primary schools nationally, with each year group holding between 10 to 15 pupils, depending on the year. The ability of pupils on entry, and their needs, can vary widely, as indicated by your own monitoring information and by inspection evidence. You have a number of pupils who join or leave you mid-way through the year. Some parents in particular join the school from other schools because they feel that the individual care for their child’s specific needs can be met more precisely by your school. My first line of enquiry was to review the provision in the early years. This was because, despite seeming strengths in the other areas of the school, the performance of the early years had dipped in 2015 and 2016, although it remained in line with the national average. You have worked hard to raise standards in the early years. Your early years leader has worked extensively with other leaders and external support to ensure that pupils’ reading, writing and mathematics skills in particular have been much more securely developed. Consequently, outcomes for the Reception class this year are back up to the high standards of 2014, and are higher than the national average for last year. My second line of enquiry was to review how your team supported the individual needs of pupils to make good progress, including the very small numbers of vulnerable pupils, across the curriculum.