The leadership team has maintained the good quality of education in the school since the last inspection. It has addressed the areas for improvement arising from the previous inspection. You and your staff have created a welcoming school that you maintain to a high standard. You are constantly finding ways to enhance the environment for pupils and staff alike. For example, you have invested in the superb outside learning classroom for the early years children so that they have access to a good-quality environment at any time of the year. There are also plans to increase the size of the school building, which will help with the small classrooms that you currently have. You are reflective and listen to the views of your staff. You recognise where you need to strengthen the school’s quality of education and you devise effective plans to secure continuously improving progress for pupils. You take action promptly and ensure that your staff implement strategies to improve pupil outcomes with consistency. Along with the advisory board, the multi-academy trust and other leaders, you are ambitious to ensure that there are constantly high standards across the school. Teachers give pupils the skills that they need to be able to review and edit their work. As a result, pupils understand clearly what they need to do in order to improve the quality and accuracy of their work. They are proud of their achievements, and this is reflected in the quality of the work seen during the inspection. Where teachers do not provide the same high level of questioning, pupils’ progress is not consistently strong across the school. Pupils’ positive attitudes towards learning contribute to the good progress that they make. Their behaviour is extremely good and examples of low level disruption are rare. Outcomes for pupils at the end of the early years foundation stage, key stage 1 and key stage 2 have been consistently higher than national averages for several years and pupils have made good progress. Analysis of pupils’ workbooks and your own assessment information shows that once again, in 2018, academic standards will be above average across the school. Members of the local advisory board are extremely capable and skilled. They have a good understanding of the school and provide an effective blend of challenge and support. They are proactive and use school visits to check that the school improvement plan priorities are being implemented effectively. The multi-academy trust has a clear understanding of the strengths of the school and areas for development. It provides effective support, while recognising the capability and effectiveness of senior leaders. You have ensured that children in the early years foundation stage get off to a good start. The early years environment is welcoming and engaging for children. Staff plan interesting and challenging learning activities so that children make good progress. The outdoor environment is used well to stimulate children’s curiosity. Children are settled and happy and socialise well. Leaders keep all aspects of provision under review so that they continue to develop and improve. Classrooms and corridors support the curriculum well, as every available space is used to showcase pupils’ work. The phonics tree is an example of how well your staff engage and enthuse pupils. The rich curriculum is very well planned in almost all areas to provide interesting experiences for pupils. For example, pupils’ participation in effective field trips to local places of interest enrich the curriculum. The vast majority of parents spoken to during the inspection, and those who accessed Ofsted’s online questionnaire, were very positive about the school. Parents are confident that their children are happy and safe in a caring and nurturing environment. Parents feel that they are valued and that their concerns are always listened to. One parented commented, ‘I could not be happier with Kennett Primary School as my son’s school. We have had the best experience.’ Another commented, ‘Kennett is a fantastic little school and I wouldn’t want my children to be taught anywhere else.’ These views are typical of the many comments provided by parents.