The leadership team has maintained the good quality of education in the school since the last inspection. You have high expectations for what your pupils can achieve. You and other senior leaders are continually seeking ways in which to ensure that pupils continue to flourish both socially and academically. The move to a split site in 2015 has been managed extremely well. Across both sites, you and your heads of school have secured consistent practice so that provision is equally strong in each. You ensure that there is good communication between the sites. Activities such as family days help pupils all feel part of one school. You, the heads of school and your knowledgeable governing body have an accurate understanding of the school’s strengths and weaknesses and have dealt successfully with the development points from the last inspection. As the school continues to expand, you are aware that you will need to delegate more widely responsibility for securing school improvement. I could see that, over the last year, the senior leadership team has had to take on too much due to staffing changes. We agreed that establishing a strong and effective middle leadership team is now a key priority for the next stage of the school’s development. Staff are proud to work in this school and they appreciate your leadership. Professional training in areas such as the teaching of a new phonics programme is well targeted at the needs of the school and is having a good impact on pupils’ learning. Parents are very pleased with your work and would recommend the school to others. Many said that although they were initially concerned about the move to a split site, their fears have been allayed. Typical comments from parents included: ‘This is a happy and friendly place for my children to start their school life’ and ‘Whichever site they go to, my children cannot wait to get there.’ Pupils are proud of their school. They behave extremely well and are polite, thoughtful and caring. The school’s nurturing ethos encourages pupils to mature into confident self-assured learners. They take care to present their work neatly and they work hard in lessons. The older pupils like their volunteering roles, especially when they go to help the younger children on the Harris Way site. Pupils enjoy coming to school. They typically say, ‘We make lots of friends’ and ’We are like a family.’ They are especially positive about the wide range of activities that take place outside lessons. Older pupils are looking forward to their residential trip. You also offer a good range of clubs to pupils. These include basketball, dough craft, cheerleading, football and a choir. The well-attended before- and after-school clubs give pupils a happy and purposeful start or end to the school day. Pupils are pleased to share their work with visitors. Your efforts to encourage them to ‘aim high’ are effective. Pupils are very clear that they can achieve anything if they continue to work hard. Safeguarding is effective. The leadership team has ensured that safeguarding arrangements are fit for purpose and that records are detailed and of high quality. Staff are well trained in safeguarding procedures. They are vigilant in identifying potential problems. You and your large safeguarding team take decisive and persistent action where necessary to ensure that each individual pupil is protected. You work effectively with other agencies and parents and carers to keep pupils safe and secure. Parents agree that their children are well cared for and are kept safe in school. They are very confident that problems, should they arise, would be tackled quickly. Your pupils are knowledgeable about the potential dangers they may face in the outside world. For example, they talk about why they should not go onto the many building sites in the village and explain clearly what they would do if they encountered a problem when using the internet. They report that, ‘There is always someone to talk to if you are worried about anything.’ Inspection findings At the start of the inspection, I met with you and your heads of school to confirm the lines of enquiry for my day in school. The first of these looked at pupils’ progress in Years 3 and 4. This was a focus because I had no pre-inspection evidence on this aspect of the school’s work.