The leadership team has maintained the good quality of education in the school since the last inspection. Since your appointment to the post of acting executive headteacher in January 2018, you have demonstrated strong leadership in improving and developing the school. You have restructured leadership roles within the school and have very quickly established a strong teamwork approach to school development. Staff and governors share this vision and are enthusiastic about the future of the school. With their support, you have ensured that you and your staff team provide a safe, nurturing environment where pupils are challenged and helped to achieve their best. Pupils and parents value the ‘family feel’ of a small village school. Pupils told me that that this is a friendly school where new pupils are welcomed. They described the school as being ‘a fun environment where everyone feels included’. Their behaviour is excellent and reflects the values that the school actively seeks to promote. They try hard, cooperate well with each other and are keen to do well. Pupils enjoy the many learning opportunities that the school provides. They spoke with enthusiasm about the visits and activities that they experience. They value the opportunities to take part in sporting activities with other schools and appreciate the residential visits that are organised for them. Parents are overwhelmingly positive about the school. They feel that teachers know their children well and that the quality of teaching helps their children become confident learners who make strong progress. Several parents spoke to me about the individual care and support that they and their child had received. They felt they were always made to feel welcome in school and that you and the staff team were approachable and friendly. Members of the governing body know the school well and provide you with appropriate challenge and support. They have an accurate knowledge of the school and know what needs to be done to further develop the quality of education. They check the work of the school regularly by observing lessons, looking at pupils’ work and by talking to pupils and parents. This ensures that they have a good overview of the school. They demonstrate a strong commitment to helping the school to improve further. At the time of the last inspection leaders were asked to build upon the collaborative working between the partner schools to share high-quality teaching practice and skills. The school was federated with St Matthew’s C of E Primary School to become the Kite Primary Federation in 2016. The federated schools have a joint governing body and an executive headteacher with responsibility for both schools. With the support of the governing body you have restructured staffing teams to create subject leadership roles with responsibilities across both schools. This has strengthened leadership capacity within the school. Staff teams from the two schools now work more closely together. This has broadened the curriculum and improved the quality of teaching and learning. Pupils participate in a wide range of educational visits and activities together and take part as a team in sports events with other schools. They also experience a wide range of skills and experiences through joint residential visits and planned outdoor learning experiences. Leaders were also asked to accelerate pupils’ progress by consistently giving pupils work at the right level to enable them to make the best possible progress. Leaders have successfully addressed this in reading and writing. Progress in writing has improved. In the last academic year pupils at the end of key stage 2 were judged to be making progress that was well above that achieved nationally. The percentage of pupils reaching the higher standard in writing at the end of key stage 2 has been above national for the past three years. Progress in reading in key stage 2 has also improved. Leaders have ensured that pupils get off to strong start in reading in the foundation stage and key stage 1. The percentage of pupils meeting the expected standard in phonics by the end of Year 1 has been consistently above the national level. Attainment in reading at the end of key stage 1 has also improved, with all pupils reaching the expected standard and a higher percentage of pupils achieving greater depth than the national level. Although progress scores in reading at the end of key stage 2 are steadily increasing they still remain average in comparison with those of other schools nationally. Leaders have recognised this as an area for continued improvement and have put in place strategies to improve pupils’ reading comprehension skills.