The leadership team has maintained the good quality of education in the school since the previous inspection. You and your staff have ensured that the school is one in which pupils and staff work together harmoniously. You and your leaders have detailed knowledge of each pupil and the quality of education the school provides for them. Correctly, you are adapting aspects of the school’s work to cater for the changing needs of a small number of pupils. These adaptations have helped staff to maintain the good quality of education. Published information and inspection evidence show that the quality of education in early years remains strong. Children make good progress from their individual starting points and they are suitably prepared for Year 1. Similarly, pupils make good progress in many subjects by the end of key stage 1. Their attainment in reading, writing and mathematics has typically been in line with that of other pupils nationally. Pupils behave well; they know and respect the school’s golden rules. Pupils mostly work hard, listen respectfully to each other’s views, and are kind and thoughtful. They mix happily at break and lunch times. Leaders provide appropriate support for the small number of pupils who find it hard to make the correct behaviour choices. These pupils’ behaviour is improving as a result. Staff told me that their morale is high and that they are supportive of you and your leaders. Staff value the training that has improved their understanding of pupils’ barriers to learning and how to overcome them. All staff who responded to the online survey agreed they are: proud to work at the school; well supported; trusted to innovate in their work; and that the training they receive supports improvement in their practice. Most staff agree that, despite the changes you are introducing, you are considerate of their workload The governing body is effective in its work. Governors gather information about the quality of education from a wide range of sources. They use this information to acknowledge the achievements of staff and pupils and to challenge leaders where improvements need to be made. Staff I spoke with hold the governing body in high esteem. They told me that governors are dutiful in carrying out their responsibilities, such as checking on the provision for pupils with special educational needs and/or disabilities. Governors wholeheartedly share leaders’ commitment to provide pupils with a broad curriculum that develops their creativity and knowledge of the world around them. While governors check the breadth and depth of the curriculum pupils have access to, they are less knowledgeable about its quality. Governors and leaders welcome the help and challenge the local authority provides. This support has helped you efficiently bring about improvements where they are needed. It has also affirmed your accurate judgement of the quality of education at the school. Most parents are highly supportive of the school’s work. Parents I spoke with told me how much their children enjoy coming to school. They also explained how attentive staff are to pupils’ social and academic needs. Parents also expressed appreciation for the many opportunities in the curriculum to enrich their children’s learning. However, a small number of parents would welcome more timely communication about their children’s education. You and the governors are, rightly, reflecting on how you can improve the school’s strategies for communicating with parents. Safeguarding is effective. The school’s safeguarding systems and processes are fit for purpose. You and your staff are vigilant in ensuring that pupils are safe and cared for well. Leaders, including governors, have made sure staff are properly trained and routinely updated on safeguarding matters. For example, leaders recently refreshed staff’s understanding of the importance of making accurate, timely referrals to the school’s designated safeguarding leaders. Inspection evidence demonstrates that when adults refer any concerns about a pupil’s well-being, leaders act swiftly and effectively. Pupils explained that they feel safe and well looked after by adults. Pupils told me that if they are anxious or worried they could talk with any member of staff.