The leadership team has maintained the good quality of education in the school since the last inspection. During the substantive headteacher’s secondment, you have continued to improve the school’s effectiveness. Many parents commented on how well you had undertaken the role of acting headteacher this year. At the last inspection, inspectors asked leaders to improve some aspects of teaching and learning. Ensuring that the most able pupils were consistently challenged was one aspect. Other aspects were to ensure that pupils had more opportunities to use information technology and develop problem-solving skills and to improve outdoor provision for children in the early years. Work to improve these aspects has been effective. Pupils now have regular opportunities to engage in problem-solving activities, including in mathematics, science and computing. They also make effective use of information technology as a research tool and, creatively, to present their work. Crucially, leaders have ensured that pupils know how to use information and communication technology responsibly and safely. The pupils with whom I spoke had a good awareness of how to keep safe when using the internet. The school’s test and assessment information shows that from their different starting points, all groups of pupils, including the most able, achieve well in reading, writing and mathematics. Across the school, pupils also make good progress in science. By the end of both key stages, pupils attain above-average standards in this subject. You have recently implemented a system for teachers to record their assessments of pupils’ standards in other subjects. This is providing subject leaders, some of who are new to this role, with a useful insight into the quality of teaching and learning in their subjects. It is also ensuring that senior leaders and governors now have essential information about how well pupils are achieving across the curriculum. Teachers’ assessments show that pupils are achieving well. I was not able to observe outdoor provision in the early years. However, other evidence, including a recent review of the school’s early years provision by the local authority, reflects the improvements that have occurred. Children now have regular opportunities to learn outdoors. The new forest school environment further enhances the outdoor provision. Children in the early years continue to make good progress and attain above-average standards by the end of Reception. The strong commitment to Christian values is a palpable feature of the school’s ethos and culture. Pupils have a secure appreciation of these values. Most consider that behaviour is good and that bullying is rare. Pupils were clear that they feel safe in school, with one commenting, ‘We’re like a family here. If we are sad we tell our teachers and they will look after us.’ Pupils say that they like school. They said that they particularly enjoy the regular opportunities to learn outdoors. Many spoke enthusiastically about the ‘empty classroom’ day and how teachers planned really exciting outdoor lessons for the whole day. Governors bring a range of experience to their role. They have undertaken training to increase their efficiency and effectiveness and regularly question leaders about pupils’ achievement. Governors check the impact that school spending is having on improving the outcomes of key groups, such as disadvantaged pupils and those who have special educational needs and/or disabilities. They have a good understanding of the school’s strengths in promoting pupils’ achievement. However, governors are less clear about how the school promotes pupils’ understanding of fundamental British values and how it ensures that pupils are well prepared for life in modern Britain. Most parents expressed very positive views about the school. Many used words such as ‘brilliant’, ‘fantastic’ and ‘great’ to describe their experiences. Several parents who had recently moved their children to the school talked about the tremendous difference this had made to their children’s confidence, happiness and academic progress. A number of parents of pupils who have special educational needs and/or disabilities were also full of praise for how the school is supporting and meeting their children’s needs. Safeguarding is effective. The school has appropriate systems to keep pupils safe. There is a thorough system to check that all staff are suitable people to work with children. Child protection training for staff is up to date. The school’s records show that staff are vigilant in reporting any inappropriate behaviour or concerns they might have about pupils’ safety or well-being. Documents pertaining to communications with professional bodies about child-protection matters are detailed.