You and your leadership team have maintained the good quality of education in the school since the last inspection. When you started at the school in April 2016, you very quickly identified areas for development and implemented a precise action plan. You accurately located expertise within your staff and provided all teachers with coaching to enhance their teaching. You have made sure your senior teachers lead on their areas of responsibility effectively. As a result, you have reinvigorated your highly skilled staff, who are now motivated and inspired to achieve your high expectations. Your governors know the school well and share your clear vision for school improvement. They have high expectations of leaders and provide an effective balance of challenge and support. Pupils describe their school as a place where ‘learning is fun and everyone looks after each other’. They reflect your high expectations for care and courtesy towards each other and they have highly positive attitudes to learning. Pupils behave well and try hard to do the very best they can. Pupils talk animatedly about the curriculum, particularly their exciting topic work. For example, some pupils were enthusiastic about work on habitats and food chains, while others said how much they enjoyed learning about the life cycle of frogs. You and your staff place a high value on the partnership between school and home. Parents I met, and those responding to Ofsted’s online questionnaire, Parent View, were overwhelmingly positive about how well their children are taught and looked after in school. One parent commented that ‘the community school is in the heart of the village, where all children are accepted and valued’. Parents are confident that their children are safe at school and all parents who completed the survey would recommend the school to others. Many parents mention how much their children enjoy coming to school. They attribute this to the engaging curriculum, the positive relationships between staff and their children and the strong leadership that you have provided since joining the school. Leaders and governors have maintained the strengths identified during the previous inspection. In addition, you have successfully tackled areas for development, particularly in English. Pupils now have more opportunities to write across a range of subjects, which has increased the challenge in writing. As a result, pupils make good progress. The proportion of pupils who achieved age-related expectations in writing in 2016 was above the national average in the early years, key stage 1 and key stage 2. In 2016, a high proportion of the most able pupils in key stage 2 exceeded expectations in reading and writing. You and your leaders rightly recognise that this should remain a priority for development in key stage 1. Steps to strengthen the teaching of mathematics, with particular focus on problem solving and reasoning in key stage 1, have already started to impact on achievement. However, you and your team have rightly identified the need to develop this further in order to increase the proportion of pupils who meet and exceed the expectations for their age by the end of key stage 1. Safeguarding is effective. The safety of pupils is of the utmost importance to everyone at the school. You and your two senior teachers are fully trained safeguarding leaders, and together you ensure that procedures to keep pupils safe are well understood and followed by all staff. You ensure that all safeguarding arrangements are fit for purpose and records are detailed and of high quality. Policies, such as safer recruitment, child protection and e-safety, are clear and comprehensive. You ensure that all staff and governors receive regular safeguarding training, and you have highly effective systems in place to induct new members of staff, volunteers and trainee teachers. There are systematic procedures in place to support staff if they have concerns about the welfare or safety of a child, and you provided me with sound evidence that these procedures are consistently followed in practice. You track attendance and persistent absence regularly and thoroughly and you work closely with families and external agencies where this is required. Governors regularly check that processes for recruitment are diligently followed. Pupils I met were confident in their knowledge about how to keep themselves safe and were able to clearly articulate a range of examples where they had been taught in school about how to safeguard themselves, for example against ‘stranger danger’ and cyber bullying.