The leadership team has maintained the good quality of education in the school since the last inspection. You and the staff have successfully achieved the aim of Penny Acres being ‘A happy school where children thrive’. Pupils work hard in a safe, stimulating environment and a harmonious atmosphere. Relationships between pupils and adults are extremely positive. Pupils told me they enjoy school and feel happy and safe. Teachers ensure that learning activities are interesting and offer pupils a good level of challenge. For example, pupils in Year 6 were successfully exploring the properties of complex 3D shapes and pupils in Year 3 were enjoying the challenge of investigating the relationship between the perimeter and area of different shapes. Pupils behave very well. They told me that incidents of poor behaviour and bullying are extremely rare. Pupils are confident that adults sort out any disagreements quickly and fairly. Pupils also stated that there are adults at the school to whom they could turn if they were worried about something. Parental views are very positive. All responses to Ofsted’s Parent View questionnaire stated that their children were safe and happy. One parent told me: ‘The teachers here genuinely care.’ Another commented: ‘Both my children absolutely love it here; I can’t keep them away!’ The governing body formed in September 2017 when the school federated with nearby Wigley Primary School. Individual governors make visits to the school in order to check on the progress of the school development plan and talk to pupils about their work. Findings from these visits are reported to governors at meetings, therefore ensuring that the governing body is kept up to date. The new governing body have undergone some relevant training to ensure that they are able to hold you to account. However, the governors told me they would like further training in areas such as fully understanding pupils’ outcomes. We therefore agreed that this would be a next step for the school and in the governors’ development. Teachers accurately assess pupils and track their progress frequently in reading, writing, mathematics and some foundation subjects using an online system. However, we discovered that some of the assessment information generated by this system is not accurate and does not match with the work we saw in pupils’ books. The assessment system is painting a far more negative picture than is actually the case. As a result, you are to ensure that the system provides you and the governing body with a more accurate analysis of pupils’ strengths and development areas. Recent outcomes for pupils leaving the school have been good. For example, in 2017, pupils’ progress from key stage 1 to the end of key stage 2 was in the top 1% of schools nationally for reading and mathematics. In 2017, the proportion of pupils leaving key stage 1 who achieved the expected standard in reading was broadly in line with the national average. The proportion who achieved the expected standard in writing and mathematics was above the national average. Over the last three years, the proportion of pupils achieving the expected standard in the Year 1 phonics check has been well above the national average. Similarly, in recent years, the proportion of children reaching a good level of development in the early years has been above the national average. You have successfully addressed the improvement areas identified in the previous inspection report. For example, teachers are now consistently following the school’s feedback policy and the school improvement plan contains measurable targets. Consequently, the governing body can successfully evaluate any actions you take. Safeguarding is effective. You have ensured that all safeguarding arrangements are fit for purpose and records are detailed and of high quality. The online system is effective in enabling all staff to record any welfare concerns they have regarding a pupil. You and the other designated lead diligently follow up any concerns raised by staff. You contact outside agencies swiftly should a pupil or family require extra support. You and the staff have received appropriate safeguarding training, including recognising the signs of abuse and keeping pupils safe when they are online. Staff have recently undertaken defibrillator training and paediatric first aid qualifications. You ensure that all staff and volunteers undertake rigorous checks before they start to work or volunteer at the school. The knowledgeable bursar ensures that all statutory requirements are met. The safeguarding governor checks these records frequently.