The leadership team has maintained the good quality of education in the school since the previous inspection. Your passion for the pupils’ education and the commitment of staff mean that pupils have rich learning experiences that enable them to make good progress. Pupils are very positive about the varied and stimulating curriculum they receive. The school’s exceptional learning environment fosters curiosity and celebrates learning. For example, the long corridor is a visual feast depicting in three dimensions a timeline from the dinosaurs to the space age, featuring costumes, street scenes and pupils’ work. This helps to give pupils a good understanding of the tide of history flowing through their land. Leaders and governors manage the split site highly effectively, going out of their way to reduce the inconvenience for parents and carers who have children in both settings more than a mile apart. Children get off to a very strong start in the early years because the staff understand their needs extremely well and create a calm and inspirational place for them to work and play. Children were intrigued by penguin eggs as part of their topic on a polar theme. They enjoyed building igloos out of sugar lumps. Children can access the resources easily and are encouraged to make their own choices about learning, building their stamina and developing their skills. The public spaces display natural resources in wonderful ways to fire children’s enthusiasm. Leaders’ imaginative and innovative approach to the curriculum is reflected in the furniture in key stage 2 classrooms, where pupils can choose from a variety of work stations to suit themselves. These rooms are furnished in unusual and exciting ways that delight the pupils. Pupils fill their own ‘floor books’, which are oversized, sturdy volumes of work that contain most of their writing across a range of different subjects. The work is of a good quality and often set out creatively, making full use of the space available. The floor books build up over time to show the good progress that pupils make across the curriculum in well-presented and interesting ways. For example, pupils in Year 1 conducted an experiment to answer the question, ‘Why do I have two eyes?’ This was well written up and illustrated. In Year 4, pupils made a design for their own personal Roman standard and explained why it was significant to them. The school has dealt effectively with the areas to improve from the previous inspection. Teachers now share good practice as a matter of course and all have coaching partners to help them become even more effective. The use of additional adults has become a strength of the school. Teaching assistants are well trained and make a valuable contribution to pupils’ good progress. Parents are well informed about their children’s work. They are mostly happy with communication, and most of those responding strongly agreed with the statements on Parent View, Ofsted’s survey for parents. Pupils have very positive attitudes to learning and a real voice. In particular, the pupil governors who make up the learning council feed into the school’s monitoring procedures through making regular observations of teaching and learning across the school. In one class, they saw how the use of red, amber and green cups placed on their desks informed the teacher about pupils’ understanding. As a result, this good practice was adopted across the school. Pupils also run a sports council, a school council and an eco council. One pupil commented, ‘We are entitled to our own opinion.’ In classrooms, pupils show respect to one another and their teachers, work hard and enjoy learning. The fact that work is tailored to their needs and interests them means that they are enthusiastic and willing to have a go. Safeguarding is effective. There is a positive culture of safeguarding that ensures all pupils are safe. A safeguarding team meets weekly to consider particular cases and to share relevant information. The school keeps meticulous records and works closely with external partners. Leaders are willing to challenge other agencies when necessary to make sure that the needs of pupils come first. Staff are fully trained in all aspects of safeguarding, including combating extremism. Pupils said they felt safe in school and this was a view parents supported strongly.