The leadership team has maintained the good quality of education in the school since the last inspection. You and the chair of the governing body, who were both in post at the time of the previous inspection, continue to share high levels of commitment to the pupils of St James and St John Primary School. You are determined that the school continues to thrive, by moving forward and going from strength to strength. The popularity of your school is highly evident in the significant rise in numbers on roll since the previous inspection. You are highly reflective and this shines through the school’s self-evaluation, which is detailed and carefully considered. Improvement actions address the right things at the right times. No time is wasted with governors, staff and pupils, too, sharing your high expectations. You and your team work swiftly and effectively to address any occasional dips in performance. For example, following a recent drop in phonics outcomes in Year 1 in 2016, you acted promptly, purchasing new resources and instigating further staff training. Consequently, standards in this aspect are rising quickly and strongly. The school is a hive of activity, where pupils develop a strong sense of belonging. Pupils talk excitedly about the range of activities on offer, the support their teachers give them and the kindness of their fellow pupils. They radiate confidence in both learning well and in the adults who care for them. Many told me that they always feel listened to and supported especially well by you. Parents too have very positive views with most recommending the school. They, including those who have joined the school relatively recently, speak highly of the positive impact staff have on their child’s well-being and education. You have helped forge a strong community spirit, and families appreciate the warmth of this small village school. One parent commented, ‘The school offers flexibility with breakfast and after-school club,. It is a good school for the community: all the children and families know each other. My son is now in Year 6 and we will be sad to leave.’ Everyone upholds your high expectations for pupils’ behaviour. Pupils are well mannered, thoughtful and conduct themselves extremely well around the school. One parent encapsulated the views of many: ‘Great school. Happy children.’ Governors with you, other senior leaders and the local authority are highly effective, all contributing well to the monitoring of the school’s effectiveness. There is a strong sense of teamwork. Your monitoring of school performance is comprehensive. You regularly check the quality of teaching and learning and use your findings to shape school improvement actions adeptly. As a result, pupils achieve well and the quality of teaching and learning is consistently good. However, although pupils’ needs are met well, leaders have not ensured that all statutory information, including curriculum information, is published on the school’s website. You have maintained the strengths identified at the last inspection. Pupils’ attainment in reading and mathematics at the end of key stage 1 and key stage 2 is above that seen nationally. Most pupils achieve the standards expected for their age. The most able pupils achieve particularly well. The proportion of pupils, who were working at the higher levels at key stage 2 and at greater depth at key stage 1, exceeded that seen nationally in all subjects in 2016. You have also addressed the areas for improvement that inspectors identified previously. Children now make rapid progress in the early years and achieve well. Most children in the Reception class reach a good level of development and are well prepared for Year 1. Standards have risen notably since the previous inspection and are now above those seen nationally. Recently, you have made well-judged changes to the teaching of writing and phonics. More pupils are on track to reach the standards expected for their age this year in these aspects. Nevertheless, you rightly recognise that further improvement to the teaching of writing is now needed, so that middle-ability pupils make good progress and achieve as well as their classmates. Safeguarding is effective. Record-keeping is meticulous. Leaders keep watchful oversight on all pupils, especially those who require additional support from time to time. Staff receive regular training and are alert to the signs that might suggest a concern about a pupil’s wellbeing or safety. Governors make regular checks for themselves, talking to staff and pupils, satisfying themselves that procedures are clearly understood and consistent across the school. Where occasionally there is uncertainty, governors are quick to reinforce the school’s procedures through training days. As a result, staff and governors discharge their responsibilities well.