The leadership team has maintained the good quality of education in the school since the last inspection. This school continues to be good and buzzes with aspiration and a sense of fun. One parent accurately commented that the school is ‘very helpful, encouraging and collaborative’. Your quiet but steely demeanour sets a tone of persistent and relentless change in order to provide the very best for pupils. Each child is treated as an individual and their needs are effectively addressed. Pupils’ tangible enjoyment at being in school and their positive attitudes to each other are clear to see. Your promotion of key school values such as courage, kindness, generosity, forgiveness and truth are much more than just words. They epitomise the ethos of the school. You have worked hard to foster a committed and passionate team of staff. All share the same vision to see pupils thrive and become ‘citizens of the future’. There is a tangible sense of purpose, energy and uncompromising ambition to see pupils flourish academically and in their all-round development. Teamwork and collegiality are the hallmarks of all adults in school. Teachers speak highly of senior leaders’ support and trust in them. This has resulted from investment into their growth as teachers and leaders. A strong staff induction and coaching system is continuing to ensure high levels of proficiency in delivering consistently good teaching across school. In the end it is the pupils who benefit, allowing them to thrive academically and personally. It reflects the ‘TIG’ federation – ‘togetherness inspires growth’. At the time of the last inspection, leaders were asked to ensure that pupils in key stage 1 made stronger progress so that standards of attainment by the end of Year 2 improved in reading, writing and mathematics. Improvements are not yet evident in nationally published data of pupils’ outcomes and attainment by the end of Year 2. This has, typically, been below average. Nevertheless, significant improvements are now evident. This includes stronger progress made by current pupils, as seen in school assessment information. A new member of staff in the early years and Year 1 class was appointed earlier this year. She has improved the quality of teaching significantly. Expectations are high. Children and pupils display exemplary attitudes to their work. Written work in pupils’ books, for example, shows rapidly improving writing skills. Care is taken with handwriting and presentation. Most letters are correctly formed and written on lines. Not all pupils in key stage 2, however, show such commendable commitment to high-quality handwriting and standards of presentation. The annual calendar of checking and evaluating the work of the federation is thorough and meticulous. There are a number of events scheduled for every week of the school year. Leaders of all subjects undertake monitoring activities, including the analysis of work in books. These systems ensure that school development planning is based on accurate and perceptive self-evaluation. Priorities are clear and milestones for evaluation allow governors to hold leaders effectively to account. Subject leaders discussed with me the recent changes in curriculum planning. Leaders agreed that changes in the four-year rolling programmes of topics still need to be embedded. A meticulous approach to teaching and learning is designed to ensure that pupils make good progress in their learning in every curriculum subject. Safeguarding is effective. Safeguarding is effective. The school site is secure and signing-in procedures are effective. The school’s single central record is accurate and contains all the relevant information. There are thorough checks on the suitability of adults to work with children. Records are diligently maintained and reviewed by the school’s administrator. Record-keeping is of very high quality and reflects the school’s determination to ensure that all pupils are safe. The designated safeguarding governor told me about checks on all legal documentation. As the designated safeguarding leader, you fulfil the role with responsibility and attention to detail. The school’s meticulous approach to safeguarding ensures that the few concerns are carefully recorded. Every piece of information, no matter how small, is considered and not lost. The culture of keeping pupils safe and putting them at the heart of the inclusive, friendly school community is evident. Pupils state that no bullying happens at school at any time. They have a good understanding of the causes of bullying and its different forms. Pupils’ behaviour is good. They know how to stay safe out of school, including when near water, and explained what made them safe in school. This includes regular fire drills and ‘lockdown’ practices after three short blasts on a whistle. Pupils are clear about e-safety. They know never to give personal information or post photographs, and what to do if inappropriate content appears.