The leadership team has maintained the good quality of education in the school since the last inspection. Since your appointment in September 2016, you have continued to build on and develop the welcoming and family-centred ethos of the school. You are well assisted by a united and hard-working team. All adults play a key role in promoting a good standard of education for pupils and providing high levels of nurture and support. Due to the small size of the school, staff have a detailed knowledge of all pupils. Carefully tailored provision is provided for all groups and individuals. As a result, pupils enjoy school, feel safe and achieve well. Parents, staff and pupils have very positive views of the school. As one parent put it, ‘All the staff are friendly and hardworking; there is a great community spirit in the village largely due to the school being so inclusive.’ Pupils enjoy school and attend regularly. The curriculum provides a wide range of activities and opportunities to develop and extend not only literacy and numeracy skills, but artistic and sporting talents also. A range of visits, visitors and clubs provide memorable experiences for pupils. Pupils are encouraged to reflect on, debate and discuss thought-provoking issues through activities such as ‘Think about it Thursday’. For example, during the inspection pupils were asked to consider ‘Is it a good thing that Britain is multicultural?’ Older pupils expressed their views on post-its, while younger pupils voted with ‘yes’ or ‘no’ answers. This sophisticated level of thinking has helped develop pupils’ reasoning skills and levels of maturity, together with extending their spiritual, moral, social and cultural understanding. You have successfully addressed the key issues raised at the previous inspection. Pupils apply their writing skills in different subject areas and good levels of challenge are presented to the most able pupils. As a result, progress rates have improved in writing. In 2016, the proportions of pupils exceeding the levels expected in both key stages 1 and 2 were above the national average. Teachers convey learning objectives clearly to pupils and provide good levels of support and challenge to enable all groups of pupils to achieve well. Teachers have focused on improving their marking and feedback so that pupils receive clear advice, which they respond to, in order to improve their work. You have developed your wider leadership team effectively so that all staff play an integral part in improving outcomes for pupils. While you and your staff have had considerable success in raising standards of achievement, particularly in reading and mathematics, there remains work to be done in further accelerating progress in writing, especially in the early years and key stage 1. Pupils make good progress but teachers’ expectations are not always high enough, and inconsistent progress is apparent in some pupils’ books. You and your leadership team have worked hard on introducing a new assessment system to track and monitor the progress of pupils across the school in reading, writing and mathematics. This process needs further filtering and refinement so that governors and staff have a clear understanding of the key headlines about progress across the school in different subjects for all cohorts and pupil groups. Safeguarding is effective. As the designated safeguarding leader, you ensure that pupils’ well-being and safety is a collective responsibility. All staff and governors have received recent training. As a result, they have a clear understanding of what steps to take if they have a concern about a pupil. The ‘look out book’ ensures that all staff are kept informed about minor welfare concerns which affect pupils’ emotional well-being. You have also revised the system for recording more serious incidents. Robust information is collected and records are stored securely. You seek advice or make referrals to external agencies, as and when appropriate, and log all actions taken. Due diligence is shown by you and governors when appointing staff to make sure that they are suitably qualified and vetted to work with children. The leadership team has ensured that all safeguarding arrangements are fit for purpose and records are detailed and of high quality. Pupils feel safe and have a good understanding of how to keep themselves safe. They have a good appreciation of the dangers of using the internet. Regular assemblies, lessons and set activities, such as ‘crucial crew’ for Year 6 pupils, help pupils develop their awareness of personal safety. Pupils feel confident that they can report issues to adults and that their concerns will be listened to. They say that bullying does not happen in school. Anti-bullying ambassadors have helped formulate and develop policies to protect pupils. Pupil voice is used effectively to ensure that policies are suited to pupils’ needs and contributes to their well-being.