The leadership team has maintained the good quality of education in the school since the last inspection. Because of your leadership, the staff team have maintained a purposeful commitment to the principle that ‘the individual counts’. Staff know every pupil’s strengths, interests and the areas where they may need additional help. Teachers and teaching assistants use this knowledge to plan lessons and activities that are well matched to pupils’ needs. As a result, pupils are challenged to move on to the next step in their learning. Pupils are motivated and keen learners. Most are particularly keen to learn with the different technologies made available to them. Equally, pupils are keen to read books and write in ways that are more traditional. They are tolerant and respectful young people. As one pupil thoughtfully pointed out to me, ‘You wouldn’t tease anyone because they were different, because teasing anyone is wrong.’ Your inclusive approach to supporting pupils who have special educational needs and/or disabilities is highly effective. Parents were keen to make sure that I knew about this successful work and its impact, particularly on their children’s social and personal development. One mother’s pride that her son is ‘one of the pack’, rather than separated out or mollycoddled, said it all. The small number of disadvantaged pupils in each class are well supported through effective class teaching or specific small-group and individual work focusing on reading, writing or mathematics. This year you have identified pupils who need more precise support, particularly in mathematics. The use of tests to identify gaps in pupils’ knowledge or understanding of different aspects of mathematics, followed by intense teaching to ensure that these gaps are filled, is increasing the progress that pupils make. The vast majority of parents appreciate all that you and the staff team offer to their children. They were particularly keen to tell me how approachable staff are and how well any concerns are addressed. Teachers and teaching assistants are proud to be part of the school and all accept responsibility for the leadership of different aspects of the school’s work. This includes checking that teachers are meeting the agreed expectations for teaching, including using the newly developed assessment system. Since the last inspection, you have successfully addressed the recommendation to ensure that pupils are challenged more in lessons, particularly the most able, to increase the standards achieved and to increase the opportunities for pupils to write at length. Work seen in pupils’ books and during lessons confirms the positive impact of the work you have done in these areas. Pupils’ enthusiasm for working together to produce an online report was clear to see. Importantly, pupils knew that they were learning from each other’s use of different grammatical structures and understood that this improved their writing when working in a more traditional way. Safeguarding is effective. You and the staff ensure that the up-to-date training you all receive is fully understood and used to keep pupils safe and well. Your in-depth knowledge of pupils who face difficult circumstances in their lives means that you can provide the right support for them and their families. You work well with other agencies, for example the school nurses, when additional support is needed. The records of concerns about any aspect of a pupil’s well-being are of a good standard and easily accessed when needed. Inspection findings Wawne is a small school and, consequently, the published information about the progress pupils make varies every year, especially in relation to the most able pupils and the very small number of pupils who are disadvantaged or who have special educational needs and/or disabilities. However, your detailed knowledge of each pupil, the records you keep and the work in pupils’ books demonstrate that, overall, pupils make good progress from their different starting points. Importantly, you demonstrated a very reflective and thorough response to the dip in the standards reached by Year 6 pupils in mathematics in 2016. You have galvanised the staff team and everyone has worked together to strengthen and develop your approach to teaching mathematics. As a result, your assessment information and the work in pupils’ books show that they are making faster progress. A healthy proportion are working at the standards expected for their age and an increasing number are working at higher standards.