The leadership team has maintained the good quality of education in the school since the last inspection. Since you took up post in April 2019, you have maintained the strong collaborative ethos that the school values, to ensure that all pupils receive effective care, guidance and support. You have quickly identified the strengths of the school and the areas for development which will help to move the school forward. The school ethos of ‘shine from the inside out’ is evident in all aspects of school life; pupils show respect for one another, and staff model the highest expectations for behaviour and learning. The school is a calm, well-ordered place, where pupils and staff say they are happy to be. There are strong relationships between staff and pupils, exemplified by the school’s nurture group and how well all staff know the pupils. Parents and carers are very pleased with the school. I received 25 responses through Ofsted’s Parent View survey, with 96% saying that they would recommend the school to another parent. It is clear from parental comments that parents appreciate the support their children are given and value the individual pastoral care that keeps their children safe and happy. Governance is strong. Governors have an excellent understanding of what the school does well and how it can improve. They provide effective strategic support for the big decisions in school, such as through their stringent interview process when appointing you as headteacher, but also provide wonderful personal support for all staff and pupils. They clearly see the school as a vital part of the community and work hard to ensure that it is a happy, successful place for everyone. The school provides a broad, well-balanced curriculum, ensuring that pupils develop skills that will help them as they move through the school. During the day, I observed mathematics being taught across the school and clearly saw how strategies are in place to support learning. For example, children in Reception were playing snakes and ladders on the playground with a focus on counting and identifying numerals. In the key stage 1 class, pupils were using cubes to find fractions of a number in a practical way. In lower key stage 2, pupils had mathematical problems related to animals where they self-selected the level of challenge, and, in upper key stage 2, pupils used previously taught number skills to rapidly solve higher-order arithmetic questions. Teaching is good, and pupils’ progress and attainment are usually good in national tests at key stage 2. As the school has such small numbers, data outcomes can fluctuate depending on the cohort. However, the school quickly identifies any pupils who have additional needs and ensures that effective provision is put in place. Since the previous inspection, leaders have put in place specific actions that have had a positive effect on areas identified for improvement. Safeguarding is effective. The school has a strong culture for keeping children safe. All safeguarding requirements are carried out effectively. Staff and governors talked confidently about procedures and what actions to take if there is a concern. Each staff meeting has a designated time for discussion regarding any safeguarding concerns, so issues are quickly identified, and action can be taken. Pupils across the school say they feel safe at the school and that behaviour around the school is good. They are confident that, if any issues arise, they will be sorted out swiftly by adults in the school. They are aware of how to stay safe online. Inspection findings My first line of enquiry was about how leaders are ensuring that pupils with special educational needs and/or disabilities (SEND) receive appropriate provision and make strong progress, as there has been a recent change in leadership. Since your appointment as headteacher in April 2019, you have also taken on the role of special educational needs coordinator. This has been managed very effectively, with a smooth handover from your predecessor. You have ensured the continuation of effective leadership. You have a very comprehensive understanding of pupils’ different needs across the school and have already ensured that planning enables pupils to work independently and not become over-reliant on adult support. Your clear monitoring and tracking systems, along with evidence in classrooms, show that pupils with SEND are making sufficient progress in all areas of the curriculum.