The leadership team has maintained the good quality of education in the school since the last inspection. Relationships between pupils and adults are a real strength of the school and pupils value the caring atmosphere that they feel is all around them. All pupils spoken to told me how safe they feel and that they feel well looked after. Incidents of poor behaviour are extremely rare and no poor behaviour was seen while I was at the school. Bullying is also extremely rare and pupils feel that adults would deal with any incidents that occur very quickly and fairly. Pupils enjoy being rewarded for good behaviour and value rewards such as the ‘Golden Table’. Both you and your governing body have an accurate view of the many strengths, as well as the areas for improvement in your school. You are right to prioritise writing for boys as an area that needs to improve, and governors and the adults that work in the school are clear about the need to bring teaching skills and practice in this area up to the same high level as in mathematics and reading, where outcomes are stronger. The large majority of pupils currently at the school are making at least good progress from their starting points in reading and mathematics. This is also true for most groups of pupils. Fewer pupils are making the same progress in writing, and this is particularly true of boys in both key stage 1 and key stage 2. You make good use of expertise in the school by regularly sharing best practice among staff, who regularly work with each other to create new resources and share ideas. More widely, you have ensured that your school does not become too inward facing by joining a cluster of local schools that support each other with teaching and learning strategies and development. You also make good use of local authority support through regular developmental visits by a school adviser. Consequently, the standard of teaching has improved since the last inspection. Your own records demonstrate that the impact of teaching over time is good, with some elements that are having an outstanding impact on pupil outcomes. Pupils’ work is almost always neat and well presented and work shows clear and good improvement over time. Pupils are proud of their work and much of it is celebrated on displays and through positive and encouraging comments from teachers. During the last inspection, you were asked to ensure that pupils build consistently on the direction they are given by teachers. It is now obvious that pupils are clear about their next steps and the targets they need to aim for to keep making good progress. Pupils also enjoy the very wide variety of opportunities to learn outside school, such as during educational visits, particularly residential ones, for example Year 6 going to Bude in Cornwall. Examples of other visits include a trip to the Houses of Parliament for Year 6 to learn about citizenship, and a visit to Cadbury World for Year 4 in order to develop their knowledge of science. The school also ensures that visitors come to the school to provide enriching experiences. Most recently, a wellknown local author visited the school during ‘Book Week’. This was very popular with pupils, and one parent commented that her son had ‘not put a book down since!’ You make sure that pupils are well supported to cope with life in modern Britain through thoughtful opportunities to explore and celebrate society’s differences, including between those of different faiths, those from families in differing economic circumstances and those with different sexual orientations. Pupils were unanimous in their view that discrimination is wrong and one pupil reflected the view of a group by saying, ‘We’re all humans and we should be treated equally.’ Although outcomes for the most able pupils are generally strong, and are sometimes higher than national levels for both attainment and progress, more could be done to stretch these pupils’ learning, especially in mathematics where pupils report that work is sometimes too easy. In one mixed Year 3 and 4 class, the most able pupils were seen to complete tasks that were too repetitive and straightforward for them, and only after they had completed these tasks could they go on to work that was at an appropriate level for them. Rates of pupil attendance are securely above national rates for all groups of pupils, including disadvantaged pupils. Rates of persistent absence are correspondingly lower than national rates, and this includes for disadvantaged pupils whose attendance is improving. This reflects well on the pupils’ positive attitudes to learning.