The leadership team has maintained the good quality of education in the school since the last inspection. Under your determined leadership, with the support of the leadership team, the school has continued to improve and has gone from strength to strength. You have created a skilful leadership team that is capable of leading and managing the school on a day-to-day basis. This has enabled you to undertake a more strategic role and to successfully lead and manage both of the schools in your federation. You understand the needs of the school well and are very clear about what needs to be done to bring about improvement. For example, you have taken successful action to improve writing across the school. The school improvement plan accurately prioritises key issues. These link directly to performance management targets for all staff. All parents that I spoke to and those who responded on line to Parent View gave very positive views of the school. Comments such as ‘Staff are very approachable and will always take time to talk’, and ‘My children love coming to school and would like to attend at the weekend’ reflected well the high esteem with which the school is viewed within the community. It was clear, when I spoke to staff, that they are enthusiastic and caring and are proud to work for the school. They are clearly determined to deliver the very best possible provision for pupils in the school. They spoke warmly of the leadership team and the opportunities given to them to develop and improve, both as a staff team and as individuals. Pupils who attend the school are polite and friendly to each other and to visitors. Comments such as ‘I was scared before I came to the school that I wouldn’t fit in and make friends. When I arrived I made friends with everyone in my class and now have more friends than ever before’ confirmed the open and friendly welcome given to all newcomers to the school. This also clearly demonstrates the school’s success at preparing pupils for life in modern Britain. Pupils concentrate in lessons, showing good and often very good attitudes to learning. Your behaviour records confirm how well pupils behave and show few recorded incidents. Pupils themselves also judged behaviour in school to be good and confirmed that very little learning time is lost through incidents of difficult behaviour. The quality of teaching and learning was judged to be good overall at the previous inspection. However, you were asked to improve the quality of teaching and learning in key stage 1 and ensure that pupils take more pride in their work. The quality of work in pupils’ books is strong across the school. However, progress overall is less strong in some year groups. You are aware of this and acknowledge that more needs to be done to bring about further improvement in the consistency of teaching and learning overall. Disadvantaged pupils make good progress alongside others in the school. Recent information collected by school showed that this group is making better progress than others particularly in key stage 2. The diligent work carried out by the school’s special educational needs coordinator has ensured that funding for pupils who have special educational needs and/or disabilities is effectively targeted to meet pupils’ individual needs. As a result, this group make similar progress to others nationally. Early years has undergone significant change since the previous inspection and the Nursery and Reception classes now work much more closely together in the newly refurbished unit. The effectiveness of this closer working partnership is clearly reflected in the year-on-year increase in the numbers of children reaching the nationally expected standard at the end of their time in Reception. You also, quite rightly, recognise that in order to speed up further improvement in children’s outcomes, more work is needed to improve the provision for outdoor learning. This will also bring about improvements in the organisation and quality of learning in the Nursery class. The governing body knows the school well and members visit on a regular basis. They have a wide range of skills, and notes from meetings show that governors offer consistent and knowledgeable challenge as well as support. The chair of the governing body has a long association with the school and has a good understanding of the journey that the school has undertaken.