The leadership team has maintained the good quality of education in the school since the last inspection. Together with staff, governors and the school community, you have reshaped the school’s vision to reflect the school’s aim, ‘preparing each child for their future in an ever-changing world’. Along with the school’s Christian values of respect, responsibility, care and courage, this aim shapes the strong and supportive ethos. You have built a hard-working and committed staff team who are fully behind you and proud to belong to the school. Staff value the training and development opportunities provided so that they continually develop their skills. Governors have a good understanding of the school’s strengths and where further improvements need to be made. They are well informed from their regular visits to the school, your detailed reports and through training. Classrooms are positive environments for learning and relationships are warm and supportive. During our visits to classrooms, we could see how well teachers engage and interest pupils. Teachers explain concepts clearly to help pupils learn new knowledge and skills. They are also quick to notice and address any misconceptions or errors in pupils’ understanding. The pupils I spoke to were full of enthusiasm for the school and told me that they enjoy learning. The strength of the school’s values is reflected in pupils’ good behaviour and positive attitudes. The school is held in high regard by parents, who particularly appreciate the school’s strong community spirit. One parent, typifying the views of many, commented, ‘Hagbourne has a wonderful family feeling and it has been a perfect start for my child.’ Children get off to a good start in the early years, and the proportion of children who attain a good level of development is similar to the national average. In 2018 at the end of key stage 1, pupils’ attainment was at or above the national averages in reading, writing and mathematics. However, larger proportions of pupils achieved greater depth in each subject than the national figures. Pupils’ attainment at the end of key stage 2 has improved year on year, over the past three years. While attainment at the expected standards in reading, writing and mathematics was close to the national averages, larger proportions of pupils attained the higher standards. You keep teaching and learning under regular review and have an accurate view of the quality of teaching. The improvement plan sets out the actions you are taking to strengthen further all aspects of the school’s work. However, you recognise that this plan, and the pupil premium spending plan, would benefit from some refinement, including more precise success criteria. You have taken effective action to address the areas for improvement highlighted during the school’s last inspection. Teachers now routinely provide more challenge for pupils in mathematics and English. As a result, more pupils are attaining the higher standards, particularly in reading. You are also strengthening the science curriculum and have introduced focused science, technology, engineering and mathematics weeks. However, you acknowledge that pupils are not challenged sufficiently in some other subjects, particularly in history and geography. You are wisely planning to adapt the curriculum to include a planned progression of skills and knowledge in all subjects. Safeguarding is effective. Pupils’ care and well-being are at the heart of the school. You know pupils and their families well and are aware of any potential vulnerabilities or concerns. You make sure that pupils and their families receive early help, including support from trained teaching assistants and the home–school link worker. Regular and timely training enables all staff to confidently and ably fulfil their safeguarding responsibilities. You ensure that any concerns about pupils are systematically recorded and, when needed, refer these concerns to outside agencies. Child-protection files are detailed and include clear chronologies of concerns and the actions leaders have taken to keep pupils safe. However, leaders have not routinely or consistently recorded the school’s response to more minor concerns about pupils’ welfare. All the necessary pre-employment checks for staff are carried out diligently. Governors keep safeguarding under regular review, including all aspects of health and safety such as the security of the school’s site. They also commission an independent annual audit to assure them that safeguarding arrangements are strong and provide an external view. Pupils feel safe in school and know that they can speak to their teachers about any concerns. They told me that there is no bullying and that any issues, such as friendship fall-outs, are dealt with well by staff. Pupils also have a good understanding of how to stay safe when online. The vast majority of parents who responded to Ofsted’s online survey, Parent View, say that their children feel safe at school. Staff are unanimous in their view that pupils at Hagbourne are safe.