The leadership team has maintained the good quality of education in the school since the last inspection. Since you took up the post of executive headteacher in January 2018, you have developed a clear and accurate understanding of the school’s strengths and areas for improvement. You have addressed the areas identified for improvement at the previous inspection effectively. You have used your detailed knowledge of pupils to create a well-focused school improvement plan, designed to maximise pupils’ progress. These plans are known and understood by all staff and the governing body. While pupils’ progress and attainment are broadly in line with national averages for reading and writing, you acknowledge that there is still work to be done to improve pupils’ achievement in mathematics across the school. You are working closely with staff and governors to address this. In this very small school, you and your team create a warm and welcoming environment where pupils feel safe and are valued as unique individuals. The staff, parents and carers and pupils describe the school as a family. One parent reflected the view of many when she commented that the school provides, ‘a safe, caring and nurturing environment’. Relationships with parents have improved significantly from the previous inspection. You have ensured that parents feel a part of their children’s education through the ‘open-door’ policy and, as a result, parents speak very highly of the school and the opportunities that their children are given. All of the parents who spoke to me during the inspection or who responded to Parent View, Ofsted’s online survey, said that they would recommend the school. Pupils speak with confidence and say that they are proud to be members of the school. They can explain the importance of respect and responsibility, and relish the additional opportunities they have to represent these values. For example, they spoke enthusiastically about taking part in the Archbishop of York Community Project. Pupils work and play happily together and older pupils support younger pupils at breaktimes and lunchtimes and as they move around the school. However, while pupils listen carefully in lessons, they do not take the initiative to further develop their understanding in lessons by, for example, asking questions or offering their own views without prompting. Reading is a strength of the school. Pupils talk with interest about the books they have read and are proud when they have read challenging texts. Pupils have access to a wide range of books. You have developed the role of your middle leaders and work closely with them to continue to improve the school. You are developing the staff well through carefully considered and appropriate professional development linked to the school improvement plan. The close link you have with Norwell School under The Kite Federation has led to stronger practice across the school. Safeguarding is effective. As the safeguarding leader, you take the welfare of your pupils very seriously. All staff and governors have received the latest guidance on how to keep children safe in education, and they receive regular training. Staff know precisely what to do if they have any concerns about pupils. When you have a safeguarding concern about your pupils, you are quick to work with parents and carers and, where appropriate, with external agencies to ensure that pupils receive the support that they need. You have ensured that all safeguarding arrangements are fit for purpose and that your safeguarding records are detailed. Governors closely monitor the safeguarding arrangements that you have made. Pupils I met said that they feel safe in school. They told me that they learn to be safe in a range of circumstances, including when online. Pupils report that incidents of bullying are rare. All of those I spoke with, or who responded to the pupil questionnaire, say that there are adults in school whom they can speak to if they are upset. Parents confirm that staff at the school care for their children well. A well-trained member of staff supports pupils where additional issues are identified. Pupils can talk about how the Rainbow group has helped them when they have had a problem, both in and out of school.