Leaders have maintained the good quality of education in the school since the last inspection. You and your leadership team are ambitious for the pupils in your care and passionate to improve the quality of provision at Dry Sandford. You provide a clear focus on achieving the highest quality of teaching and learning which is recognised and greatly valued by staff, pupils, parents and the local authority. Pupils are articulate, confident and display very positive attitudes towards learning, their school and each other. They apply themselves diligently to the tasks they are given and take pride in making their work the best it can be. Dry Sandford is a small rural school which offers a particularly nurturing and inclusive community atmosphere. The school is a hive of activity, where pupils develop a strong sense of belonging. From Reception class onwards positive relationships between pupils and staff foster an aspirational culture in which pupils are keen to excel. You have a strong community spirit, and families appreciate the warmth of this small village school. One parent commented for many by saying: ‘As a military family who have to relocate often, I am overjoyed to finally have found a school where both of my children can grow and flourish. The employment of Mrs Moorhouse [as headteacher] has been a tremendous addition to the school. The change is incredible; the opportunities, the liaison with the community, the care, the ethos, the learning inspiration...’ During your last inspection, the inspector recognised the many strengths of your school, including: the effective monitoring of teaching in lessons; strong relationships between staff and pupils, promoting positive behaviour; and the provision for groups of pupils, particularly those who have special educational needs and/or disabilities. These continue to be key strengths of the school. The inspector also identified a need to improve the progress that all pupils, particularly the most able, make in reading and for teachers to ensure that pupils have time to respond to feedback and improve their work. Leaders and governors have responded well to these areas for improvement. Working to share teachers’ approaches and to moderate pupils’ work across your partnerships with other schools has brought about improvements to teaching and learning. In addition, you and other leaders regularly check the quality of teaching and have provided teachers with resources and training. As a result, all groups of pupils make strong progress in reading, writing and mathematics across the school. You are highly reflective and this is very apparent in your detailed self-evaluation of the school, which is carefully considered. You have identified the correct priorities for further improvement to teaching and learning and are taking the right actions to achieve them. Leaders rightly prioritised raising standards in mathematics this year and staff have worked well as a team to achieve these. You are aware that there is more to be done to ensure greater consistency of challenge, particularly for the most able pupils. The wider curriculum has many strengths but you are aware that there is more to do to ensure that pupils receive greater and more consistent challenge in science and the humanities. Governors are a professional and very effective team who use their detailed understanding of the school to offer useful support and challenge to leaders. They are kept well informed through regular visits to the school and via leaders’ detailed tracking and assessment information. Governors value their strong links and communication with parents and the local community. They are currently involving staff, parents and pupils in developing a renewed vision and aims for the school with a view to developing a shared long-term strategic vision. Leaders and governors are aware that more needs to be done to ensure that the school website is fully up to date and meets all requirements, including the publication of the latest school policies. They are currently working to achieve this. Safeguarding is effective. Leaders keep watchful oversight on all pupils, especially those who require additional support from time to time. You have ensured that all safeguarding arrangements are fit for purpose, there is a culture of vigilance and detailed records are kept. There are clear, well-understood procedures and processes in place to manage safeguarding requirements. All staff have up-to-date training to an appropriate level and so they know what to do should they be worried about a pupil. This includes awareness of radicalisation. Governors are knowledgeable and work closely with senior leaders to ensure that the work to keep pupils safe is given high priority and meets current requirements.