The leadership team has maintained the good quality of education in the school since the last inspection. Since your appointment last year, you have set about strengthening your team and introducing many new systems in order to raise standards for all groups of pupils. This has had a significant improvement on outcomes, as demonstrated by the improved results in 2018. Staff I spoke to agree unanimously that the school is making marked improvement, because of all the support and training that you have given them. You have raised expectations of pupils’ achievements and parents and carers are delighted with the progress that their children are making. You established a new set of school values, which reflect the Christian ethos of the school. Caring, truthfulness and respect permeate all aspects of school life and pupils are aware of respecting all members of the school community. This has contributed to the consistently good behaviour pupils demonstrate at all times. You have successfully established closer links with the community. Both parents and staff are confident in your leadership, because you always take time to listen to their concerns. You work well with the newly appointed chair of the governing body and the governors are regular visitors to the school. This enables them to gain an independent view of the school. Governors are fully committed to improving the school by working effectively with you. They know the school’s strengths and areas for development. Governors are aware of the strategies that you are implementing to improve attainment, especially for pupils’ writing, presentation and spelling in Years 3 and 4. You are committed to reducing teachers’ workload and during the inspection we discussed the need for your tracking of pupils’ progress to be less cumbersome. At present it is difficult for you to access the information about the progress of different groups of pupils from their starting points. Parents hold the school in high esteem. Many of them travel long distances to ensure that their children attend your school. Your school motto, ‘Working together in God’s love for the benefit of all’, is evident in many aspects of school life. For example, staff plan together to ensure continuity and progression for pupils’ learning. In many lessons, pupils help one another to finish their work. You have won the respect of the whole school. Staff are approachable, supportive and caring. One parent summed up the view of others, describing the school as ‘home from home, due to the exceptional care and nurture that all children receive’. Pupils enjoy school and say that learning is hard but very enjoyable. From the moment children enter the early years foundation stage of learning they are eager to explore the exciting activities that teachers have set up. You have improved resources for outdoor provision and all groups of children have access to well-planned activities outdoors. They rapidly acquire basic skills of reading, writing and mathematics through well-thought-out play activities and are well prepared for work in Year 1. The areas for improvement identified at the last inspection have been addressed. You have worked relentlessly with teachers and support staff at improving the progress of disadvantaged pupils in writing. Current data shows that these pupils reached high standards in Year 2. However, there is still some more work to be done in ensuring that more pupils make consistently good progress in Years 3 and 4. You have introduced ‘catch up’ programmes for pupils who have special educational needs (SEN) and/or disabilities, to ensure that small sequential steps in learning are taught, assessed and revisited. This thorough approach is impacting positively on the secure progress that these pupils make. You have ensured that teachers and teaching assistants offer a variety of interventions for pupils who have not quite grasped concepts in reading and in mathematics previously taught in class. Interventions are now analysed to evaluate their effectiveness. If a particular approach is not working you immediately try something different. You evaluate thoroughly the support offered for disadvantaged pupils and those who have SEN and/or disabilities. You ensure that they do not spend too long on going over learning that they have already mastered. You keep a close eye on ensuring that teachers and support staff evaluate the impact of their teaching on the progress that pupils make. Since the last inspection, you and your governors have ensured that all checks on suitability of adults to work with children are recorded correctly.