The leadership team has maintained the good quality of education in the school since the last inspection. You lead your dedicated staff effectively to provide a learning environment where pupils feel safe and want to do well. Everyone plays a part in making the school better, fulfilling the school’s values of ‘Learning Together Achieving Together’. Parents, pupils, staff and governors are rightly proud of their school. As one member of staff commented, ‘This is a great place to work and we all strive to provide the best possible outcomes for the children.’ This is evident from the atmosphere around the school, which is calm and purposeful. Bordon Infant School is a happy place, where your confident pupils enjoy their learning. From when they arrive and are greeted at the start of the day, pupils flourish because staff know them well and work to meet their needs. As one pupil said, ‘This school is very nice and my teachers treat me like I should be treated’. Pupils who join the school other than at the start of Reception Year are welcomed and supported, so that they settle quickly into school life. Throughout the school, pupils engage purposefully with activities that develop the skills they need for future learning. They enjoy their work and are not deterred when they make mistakes. Parents appreciate the quality of care and education in the school, which they would recommend to others. All parents who responded to the Parent View online questionnaire said that their children are happy, taught well and make good progress. You became headteacher just after the previous Ofsted inspection in 2012. In the five years that have followed, you have built successfully on the school’s existing strengths. You have developed systems and structures that enable leaders to see which aspects of the school are working well and which need further refinement. Staff share the high-quality training they receive effectively with each other, and apply it in their everyday work. This helps staff at all levels to work towards clear expectations based on making the greatest difference to pupils. Leaders recognise the next steps that will help to move the school forward. When achievements in phonics and the early years foundation stage were not good enough in the past, you and other leaders took effective action. This led to rapid improvement in these areas. You are now working towards accelerating rates of progress, particularly for the most able and those who are disadvantaged. Central to this is developing pupils’ learning behaviours, so that they seek and take increased opportunities to challenge themselves to move beyond their comfort zones. Your dedicated governors recognise and value the investment that all staff make in providing a high-quality experience for your pupils. Governors are active in their roles and understand their responsibilities, such as those relating to safeguarding and the monitoring of the school’s performance. They recognise the need to develop further their relevant knowledge and expertise, especially since the recent departure of some more experienced governors. They are already taking action to gather information that will help them to do this. This will enable them to hold leaders increasingly to account for the difference their work is making to pupils’ achievements. Safeguarding is effective. Parents recognise overwhelmingly how well staff support and care for all of the pupils in the school. Appropriate safeguarding policies are supported effectively by regular and comprehensive staff training. Leaders use a systematic approach to ensure that any concerns about pupils’ welfare are raised, recorded and acted upon. Staff make good use of experts from beyond the school to provide extra help for pupils and families who may need it. Leaders keep detailed and confidential records of their work, reviewing regularly to check that they are doing whatever they can to meet individual pupils’ specific needs. Pupils attend school regularly. Absence figures are consistently below the national average for primary schools. Leaders check attendance regularly, and take prompt action if an individual pupil’s attendance dips. They support and challenge pupils and families as appropriate to ensure that attendance improves where needed. Consequently, attendance continues to improve and the small proportion of pupils who are persistently absent continues to decrease. Disadvantaged pupils’ attendance has improved, and is now above that of others in the school.