The leadership team has maintained the good quality of education in the school since the last inspection. You and your leadership team have developed Christ Church within the context of its Christian ethos. This ethos runs through the heart of the school and all that you do. You have created an extremely caring and purposeful learning environment. Staff know pupils well as individuals and take great care to support their academic and personal development. Staff are proud to be members of the school. They say that you lead the school well and that you support them effectively with their work. They feel that you do all that you can to ensure that there is a motivated, respected and effective team. Staff work together to ensure that pupils achieve well in mathematics, reading and writing. As a result, pupils are keen and confident learners who make good progress from their starting points in these subjects. Some less-able pupils, though, could make even more progress if their work was more precisely matched to their needs. Pupils who have special educational needs (SEN) and/or disabilities make good progress across the school and are well supported. We agreed, though, that more could be done to raise the standards that pupils achieve in other subjects across the curriculum, such as history, design technology and geography. The parents and carers I spoke to informally at the start of the day were very positive about the school. Typical comments included, ‘From day one it has been a really positive experience’ and, ‘I can only speak highly of the staff.’ These views were endorsed by the majority of parents who responded to Ofsted’s online questionnaire, Parent View. Parents took time to phone me or approach me directly during the inspection to tell me how much they valued your support and that of your staff. They told me that the school responded well to their concerns. They recognised many of the challenges a small school faces but praised your work in avoiding these becoming an obstacle to success. They appreciate your hard work in ensuring that their children have every opportunity to achieve, not just academically, but also across a wide range of sporting opportunities. A small number of parents did feel, though, that some incidents of misbehaviour were not always dealt with quickly and clearly enough. The behaviour of pupils I met with and observed around the school was exemplary. This is due in part to all staff promoting the values that permeate the school. There is a strong sense of mutual respect between pupils and staff. Pupils say that they like the teachers as they give them a good education. Pupils told me: ‘Teachers will always help you, they never ignore you. This is an amazing environment to be in.’ You have a strong and highly effective governing body. Governors are clear about their roles and responsibilities. This is having a significant impact on the quality of leadership across the school. They are forward thinking and constantly seek opportunities to improve the quality of their work. Governors have a comprehensive understanding of the strengths and weaknesses of the school. They support and challenge leaders effectively. Governors know the school well and take every opportunity to gather a range of information about the school from different sources. This includes drop-in sessions for parents, working with the church community and making regular visits to the school to speak with staff and children. In the community, they have led a highly effective road safety campaign to keep pupils at the school safe. Your staff and governors are committed and dedicated to providing the best possible education for pupils. They wholeheartedly support the priorities identified in your extensive school development plan. Together, you have identified the strengths and weaknesses of the school correctly. Your school development plan sets out a range of areas for the school to focus on to secure further improvement. However, you acknowledge that, currently, plans do not identify clearly enough who will check and who will evaluate the impact of actions. We agreed that the impact measures by which leaders and governors will judge the success of their actions are not sufficiently clear. This prevents governors monitoring the work of leaders with even greater depth. We also agreed that your self-evaluation lacks precision in identifying clearly the strengths of the school, as well as those areas which are not yet as well developed. At the time of the last inspection, inspectors recognised the many strengths of the school. They did, though, ask you to look at ensuring that teachers know how to improve learning so that all pupils make the very best progress of which they are capable. Inspectors also asked you to look at the standard of presentation in pupils’ work. You have done much work on these areas. Although presentation in books is much improved, there are still some inconsistencies in how teachers ensure that all pupils make good or better progress across the school.