The leadership team has maintained the good quality of education in the school since the last inspection. Together with staff and governors, you have made sure that the school continues to be a happy and caring community. Leaders place the Christian values of compassion, equality, justice and hope at the heart of the school’s work. This has a positive impact on pupils’ personal development and their attitudes to learning. Pupils behave well, are kind to each other and keen to do their best. Displays around the school, such as artwork of high quality, reflect the school’s work to help pupils develop their talents in a range of subjects. You have largely addressed the recommendations from the previous inspection. Teachers have worked closely with colleagues in the Mendip Edge Federation to share good practice and improve the teaching of mathematics for the most able pupils. You have also improved the teaching of writing. Consequently, the proportions of pupils who write with the accuracy and complexity in advance of their age, by the end of key stage 1, has increased. Most boys are now making strong progress in writing. However, a small number of pupils from lower starting points do not progress as well as their peers. Increasingly, subject leaders for mathematics and English understand the strengths and weaknesses in teaching in their areas of responsibility. Leaders have helped teachers adapt their planning so that pupils of all abilities receive appropriate challenge and support. Leaders’ actions have led to improvements to the teaching of mathematics. As a result, pupils can solve mathematical problems and reason in in mathematics well. Governors are knowledgeable about the school’s priorities as a result of the detailed and accurate information that they receive from school leaders. This helps them to ask challenging questions to leaders about how well groups of pupils achieve. For example, governors identified a need to enhance the leadership of the provision for special educational needs and/or disabilities (SEND). This work is proving successful. Teaching and additional support is increasingly adapted to these pupils’ needs and so pupils’ achievements are improving steadily. However, governors do not use their visits to the school to identify which aspects of leaders’ improvements initiatives are working well or where further development is needed. Pupils are proud of their school and their achievements. They enjoy an engaging curriculum which provides a broad range of experiences. Pupils told the inspector that they particularly enjoy learning with musical instruments, conducting investigations in science and competing in sporting clubs and competitions. The curriculum also develops pupils’ understanding of equalities well. Pupils are knowledgeable about many faiths and cultures and they told me that in school they are taught to ‘treat everyone the same’. Pupils gain a good understanding of how to stay fit and healthy through their science and physical education lessons. The great majority of parents and carers are happy with the school’s provision. One parent expressed the views of many by saying, ‘My children love coming to this school, they enjoy the lessons, their friendships with others and they have excellent relationships with staff.’ A very small minority of parents, however, felt that their children do not make enough progress. Safeguarding is effective. Leaders and governors have effective procedures and policies to keep pupils safe. The single central record of recruitment checks is maintained carefully and this ensures that adults who work with pupils are thoroughly vetted. Staff receive regular training to keep their knowledge of risks to pupils up to date. Designated safeguarding leads keep thorough records of referrals they receive. They follow up concerns promptly and work well with outside agencies to make sure that pupils and families receive the support they need. The governor with responsibility for safeguarding monitors the school’s work, for example through talking with staff and pupils to make sure that policies are put into practice. Pupils say that they feel safe at school. They recognise how the staff keep them safe and know how to keep themselves safe in a variety of situations, for example when using the internet. Pupils say that adults deal quickly and effectively with any poor behaviour and trust that adults will listen to them if they have a concern. They say that bullying is extremely rare. Pupils attend well and leaders take swift action to help improve attendance for the very small number of pupils who miss school regularly.