The leadership team has maintained the good quality of education in the school since the last inspection. You lead by example, modelling appropriate levels of care to pupils in all aspects of your work. Parents appreciate the warm welcome each morning as you personally greet pupils, come rain or shine. Pupils are keen to come to school. They are pleased to be members of this community and proud to know each individual pupil by name. Parents rightly highlight the many strengths in the school’s provision including the high levels of care afforded to their children, the engaging curriculum and exemplary standards of behaviour. Governors, staff, parents and pupils appreciate the improvements that you have instigated since the last inspection. The expansion of the Reception classroom, bespoke office spaces for administrative staff and newly refurbished computer facilities, have enhanced the learning setting for staff and pupils alike. You place high importance on an orderly, safe and appealing environment. Governors acknowledge the improvements you have instigated to the quality of teaching. In Key Stage 2 in 2015, pupils made good progress in reading, writing and mathematics and every pupil met the standards expected for their age in these subjects. The proportion of pupils who achieved the higher levels at Key Stage 1 and Key Stage 2 in 2015 was above that seen nationally. Recent improvements to the quality of teaching have had a marked impact on accelerating pupils’ progress in Key Stage 1 and Key Stage 2 in reading, writing and mathematics. In current cohorts, more pupils than in the past are making rapid progress and exceeding the expectations set for them. At the time of the previous inspection, leaders were asked to help the most-able pupils in Years 1 to 4 to make faster progress and to make greater use of the outdoor area in order to further promote children’s social, language and creative development in the Early Years Foundation Stage. Leaders have addressed these aspects efficiently so that: the majority of pupils make good progress in reading, writing and mathematics. Pupils in current cohorts are making good progress and many make rapid gains because tasks provide a high level of challenge in the early years, outdoor activities are more purposeful than in the past and have a stronger focus on developing children’s early writing and number skills. Well-judged support from the local authority has contributed well to improving this aspect. Safeguarding is effective. Pupils feel safe. They are confident that teachers care well for them, commenting that ‘Adults notice if even a tiny bit of sadness crosses our faces’. They say that everyone is kind and are particularly proud of how well pupils know one another, across the full range of age groups. The school makes appropriate checks on all adults, including volunteers and temporary staff, to confirm their suitability to work with children. Staff and governors receive appropriate training. As you retire at the end of the summer term 2016, governors have begun the process of recruiting a new headteacher. They are making good use of safer recruitment training, applying their knowledge and understanding to ensure that the appointment of a replacement headteacher follows statutory guidelines. Most pupils attend school regularly. Persistent absence is low. However, there is some disparity as disadvantaged pupils have higher rates of absence than other pupils in the school. More work is needed to ensure disadvantaged pupils attend habitually. Inspection findings You have implemented a new assessment system successfully. This has allowed you to gather information more systematically about how well pupils learn. In addition, you have fully implemented the new National Curriculum. Teachers understand your expectations and are highly committed to ensuring pupils succeed in all aspects of learning.