The leadership team has maintained the good quality of education in the school since the last inspection. Since you took over as headteacher in September 2018, you have got to know the school quickly. You have identified those things the school does well and highlighted aspects that need to be improved. You have upheld the school’s ethos as a caring school at the heart of the community with strong links to your parish churches. You have maintained a close-knit working ethos between your staff, and ensure that pupils feel safe and nurtured at school. This ensures that pupils like coming to school and, consequently, attendance remains high. Parents and carers say how much they value the caring atmosphere sustained within Great and Little Shelford CofE (Aided) Primary School. In particular, one parent praised the school’s ‘focus on the well-being of all their pupils’. As a consequence of recent staff changes, a number of your middle leaders are new to their leadership roles. You have, nevertheless, wasted no time in supporting them to embrace their responsibilities. For example, you have taken part in an analysis of mathematics with the new subject leader to make sure that pupils’ progress in this subject remains strong. You have begun to build an effective working relationship with your governing body. You have demonstrated from the start that you can keep governors well informed with accurate analysis which, in turn, enables them to hold you and your leadership team to account for the quality of education. You have identified priorities for school improvement and agreed these with governors and staff. This means that staff changes, and your own recent appointment, have not led to any reduction in the school’s drive to maintain and improve the quality of education that your pupils receive. During the course of the inspection, I visited every classroom in the school and had further discussions with some teachers. As a result, I was able to experience the strong commitment across the whole school to setting high expectations for pupils and working to support them to meet, and sometimes exceed, those expectations. Staff and pupils take learning seriously and, consequently, pupils make good progress. Recent staff changes have meant that the school has not yet established rigorous systems to enable the very best teaching practice to be shared more widely. Pupils behave well in school. In class, pupils are attentive to their teachers and enthusiastic in their work. Pupils work well together and remain committed to the tasks they have been given, even when not directly supervised by a member of staff. Pupils play happily together at breaktimes and lunchtime and understand what to do if they need help. Pupils spoke highly of the support they receive from their fellow pupils in their role as ‘peer mediators’. The vast majority of parents who responded to Ofsted’s online questionnaire were positive about the school. They emphasised how happy their children are and praised the quality of education they receive. One parent reflected the typical view, commenting on the ‘aspirational, encouraging and engaging teaching’ the school offers. Outcomes for pupils at the end of each key stage are almost always as good as, or better than, those of pupils of the same age nationally. The school’s accurate internal assessment systems help teachers and leaders to identify any groups where pupils’ progress is too slow, often leading to timely remedial action. This applies to the core subjects of English, mathematics and science. However, a few subject leaders who are new to their roles are not yet familiar with how they can use assessment information to help all pupils make strong progress in their subject area. Safeguarding is effective. The newly appointed safeguarding lead and his deputy make sure that staff and governors are well trained in what they need to do to keep pupils safe. The designated safeguarding lead responds to any concerns that arise from children who might be suffering from abuse. Additionally, the designated lead makes sure that safer recruitment procedures are robust. He keeps an accurate single central record of all the pre-appointment checks that have been carried out on staff and volunteers. Record-keeping is thorough and the school works effectively with outside agencies to secure support and guidance for pupils and their families.