The leadership team has maintained the good quality of education in the school since the last inspection. You have successfully utilised the talents of your team to drive improvement during a time of significant change. Leaders have established the interesting and innovative curriculum with a strong emphasis on pupils’ personal development. Your message of ‘work together, learn together, grow together’ is understood and embraced by parents, pupils and staff. As a result, the school is a harmonious community where respect, care and joy abound. Since the previous inspection, you and the governing body have managed extensive grounds and building improvements. During this time of substantial disruption, you have not allowed the quality of teaching to diminish. This is because you provide teachers with regular, well-considered feedback on how to improve their teaching. Staff are highly motivated and work hard to meet your high expectations. You revisit classrooms to check that your recommendations are followed. Consequently, the quality of teaching, learning and assessment is consistently high. The governing body is skilled and evaluates the school’s effectiveness accurately. Recently, governors worked with local authority officers to improve their systems for checking the work of leaders. Governors now ask more pertinent questions which are sharply aligned to the strengths and weaknesses of the school. As a result, governors offer you greater levels of challenge and support and hold leaders to account for their actions effectively. The governing body publishes useful newsletters that provide parents with information about their work. However, governors recognise that the school does not currently meet requirements on the publication of specified information on its website. In this small school, pupils and staff know each other exceptionally well. Everyone is treated as an individual and the opportunities for pupils to learn, play and grow are extensive. Pupils love their school and show tremendous respect for each other. Year 5 pupils and children in Reception enthusiastically explained how they read together every week. This offers younger children a positive role model and older pupils the chance to take on additional responsibility. Spaces, such as the new ‘peace garden’, are used well to encourage pupils to think and reflect. One pupil noted that ‘it gives us a place of calm when the playground is noisy’. Behaviour in classes and during playtimes is excellent. Pupils enjoy the broad and interesting curriculum. In Year 5, pupils created a maze from their reading of ‘Theseus and the minotaur’. Pupils planned their product carefully and used their design and technology skills to measure and cut wooden dowels to construct walls. Pupils in Year 3 used their geography skills to create maps showing where different products, such as coffee, cocoa and bananas, are grown, considering carefully the ethical implications of trade on less economically developed countries. Pupils across the school make good progress in all curriculum subjects. Nevertheless, pupils’ writing in the foundation subjects and science is weaker than pupils’ writing in English At the time of the last inspection, you were asked to ensure that work is not too easy, especially for the most able pupils. Work is suitably challenging, particularly in mathematics and writing. Pupils use their excellent understanding of grammar, punctuation and vocabulary to write articulate and meaningful texts for a range of purposes. Teachers’ clear and accurate understanding of pupils’ progress ensures that work is set at just the right level for them. In mathematics, pupils use their excellent calculation skills to solve complex problems. As a result, a greater proportion of pupils are working at a high level of attainment in English and mathematics. Safeguarding is effective. The leadership team has ensured that all safeguarding arrangements are fit for purpose and records are detailed and of high quality. You complete statutory checks on all staff, governors and volunteers. Governors are trained appropriately in safer recruitment practices and monitor the work of the school to satisfy themselves that checks are completed. Staff receive excellent training, which helps them to keep children and pupils safe from harm. Staff record and pass on concerns quickly. When required, leaders work well with external agencies to support families and protect pupils. Records are detailed, clear and methodically filed. As a result, information about pupils’ wellbeing and safety is easily accessed, analysed and understood by leaders.