The leadership team has maintained the good quality of education in the school since the last inspection. You lead by example. You carry out your work with vigour and great integrity. You have high expectations of yourself and expect the best from everyone around you. Other staff embody these same qualities because of your style of leadership. You lead with an unwavering moral purpose. You have developed a highly skilled leadership team that share your relentless drive for school improvement. Consequently, staff morale is high and subject knowledge strong. The school is a happy and exciting place to be. Behind your gentle approach lies a steely determination to ensure that every pupil has a voice in this inclusive school. Parents recognise the lengths to which staff go to provide a welcoming school where children are well cared for and are motivated to be curious. ‘A wonderful caring and nurturing school which brings out the best in every individual child’ was typical of the many positive comments inspectors received from parents. Pupils say they enjoy school and find learning to be ‘fun’ and ‘interesting’. The school has undergone a number of changes since the previous inspection. Its status has changed from a first school to a primary school. The school is now much larger than the average primary school. You and your governing body have managed a multi-million pound enhancement to the school buildings. You confess that these changes have provided considerable challenge. In particular, implementing a key stage 2 curriculum has not been without its pitfalls. However, you have remained resolute and have drawn on the expertise of colleagues in local schools and the local authority. Good teaching in Mendip Green Primary School inspires pupils to work hard and achieve well. You know your school well and are candid about what needs to improve. Despite the school having many strengths, you are not complacent. This was your attitude at the time of the last inspection when you acted diligently to address the areas for improvement that emerged. Consequently, the most able pupils achieve well because teachers know them well and provide them with the challenge they need. However, you recognise that there is still more work to be done in supporting more pupils to achieve a high standard in mathematics. Safeguarding is effective. The culture of safeguarding is strong. This is because you, your leaders, staff and governors give safeguarding the highest priority. Pupils are well prepared to face a wide range of situations they may encounter in the future, by having faith in themselves and the courage to ‘not let anyone take their choices away’. You place great emphasis on pupils understanding the choices they have. The school’s personal, social, health and economic education prepares pupils well so that they are able to make a valuable contribution to society. For example, inspectors observed pupils eloquently debating the pros and cons of age restrictions on internet games. Pupils demonstrated great respect for one another’s views in this contentious debate. You ensure that adequate checks are in place for staff and volunteers who work at the school. Governors are assiduous in following up this work. Your regular briefings to all staff are informative and timely. Records of training confirm that teachers are up to date with the most recent guidance to keep children safe. Staff take great care to identify and pass on any safeguarding concerns swiftly and records are maintained meticulously. Your family support workers work closely with external agencies to ensure that pupils who may be at risk receive the care and support they need. Inspection findings My first line of enquiry focused on how effective leaders and governors are in meeting their statutory duties. Governors carefully monitor the expenditure of additional funding such as the pupil premium and special educational needs funding. They have a good understanding of national data that supports them in offering effective challenge. The difference between the attainment and progress of disadvantaged pupils and others nationally is diminishing. In fact, in 2016, more disadvantaged pupils in your school met the expected standard in phonics than others nationally. Disadvantaged pupils who are most able make at least good progress. Pupils in your hearing impaired resource base and in your ‘nurture provision’ make good and often exceptional progress from their different starting points.