The leadership team, guided by strong governance, has maintained the good quality of education in the school since the previous inspection. In a period where there have been significant changes in staffing, leaders and governors have maintained the caring ethos in which many pupils succeed socially and academically. Adults know pupils well and use this information to make sure that the curriculum, care and learning environment are adapted to the needs of each age group. For example, leaders have made sure that the early years outdoor learning space is full of resources that help children develop their social and team-working skills. The school is one of three in the Swallowtail Federation of Schools (the federation). Being part of the federation is having a significant beneficial impact on the quality of education provided. Staff and leaders gave numerous examples of how the training, sharing of good practice and school-to-school checks on the accuracy of assessment information are helping improve the quality of their work. Inspection evidence endorses their views. Teachers and teaching assistants are unanimously supportive of leaders’ work. Staff told me that they are well led, listened to and cared for. They also explained that where there have been changes, leaders are considerate of their workload. Morale is high, and staff are reflective practitioners who are keen to improve. Consequently, when leaders act to bring about improvements, staff work together to make sure they are successful. An example of the impact of this is the success with which staff have worked together to improve how reading is taught across the school since the previous inspection. During the well-attended parent and child reading session on the morning of this inspection, pupils demonstrated that they are keen and increasingly accomplished readers. A high proportion of pupils achieve the expected standard in reading by the end of key stage 1. You and your senior team have carefully crafted a strategy to involve parents in the work of the school and their children’s learning. Parents are highly appreciative of the work of leaders and their staff. They told me that leaders have gone to considerable lengths to make sure parents are well informed about and, where appropriate, included in their children’s learning. One successful example of this is the home visits that the early years leader makes to meet with children, and their families, before the children join the school. Parents commented on how welcoming staff are and how teachers successfully ‘fulfil our children’s individual needs’. Almost all parents who responded to Ofsted’s online questionnaire, Parent View, would recommend the school to other parents. Pupils’ behaviour is reflective of the school’s values of kindness, friendship and courage. Significantly, pupils recognise the impact and importance of these values in their school life. One pupil explained how they make school a, ‘safe place to make friends and learn’, while another explained how, ‘courage makes me try harder in my learning’. The respectful relationships that exist in school contribute to the happy, positive atmosphere of which staff and pupils are justifiably proud. Governors share leaders’ highest aspirations for pupils and staff. Governors, several of whom have experience in education, have played their full part in sustaining and building on the good quality of education provided. The governing body gains its information about the quality of education from a variety of sources, including the head of school, subject leaders and their own visits to the school. When good practice has been identified, governors rightly acknowledge staff’s work and then ask the question, ‘How can we build on this?’ Governors are themselves reflective. While they know what is taught across the wider curriculum they do not have such a clear grasp of the quality of that which is being taught. Safeguarding is effective. Leaders have made sure that maintaining pupils’ well-being is at the forefront of staff’s work. Adults receive appropriate safeguarding training and updates. Leaders assure themselves of staff’s understanding of school safeguarding systems by carrying out random spot checks of adults’ knowledge of policy and procedures. This helps to ensure that staff take seriously their responsibilities with regard to keeping pupils safe. Teachers and teaching assistants explained to me the importance of noting any concerns they have and recording every detail with care and precision. Staff told me that when they pass on any niggles or concerns they have about a pupil’s welfare to leaders they are acted upon swiftly and effectively. Leaders’ securely kept and carefully maintained records confirm this to be the case.