The leadership team has maintained the good quality of education in the school since the last inspection. You and your staff team took immediate and decisive action following the disappointing end-of-key-stage results in 2017. You have rightly identified that pupils who join the school in Reception and then stay through to the end of Year 6 make good progress. However, you are concerned about pupils who join at different times and have gaps in their learning. You are acutely conscious of the very small numbers of pupils in each cohort and of how these factors may make judgements about progress unreliable. Nevertheless, you have made no excuses for the 2017 outcomes. You and your team are adamant that every pupil counts, deserves to reach their potential and must not be left behind. You told me, ‘We’re not wobbling on this; we’ve got to get results.’ Compassion and quiet determination characterise your leadership of the school. Through these qualities, you have won the loyalty and commitment of staff, who share your resolve to raise standards and work together productively as a team. Plans to improve the school are focused on exactly the right priorities. You have shrewdly made sure that all actions that you take are judged by their impact on pupils’ progress and attainment. All leaders, governors and teachers are crystal clear about the goals for the school and are not losing any time in bringing about improvement. Governors have also taken prompt action to tackle the school’s urgent priorities. They reviewed their own skills and made the most of additional training to sharpen the impact they make. Governors have made it their business to get to grips with the new system of assessment in the school. They ask difficult questions, and are not afraid to push for speedier improvement in order to make a difference. West Sussex local authority has also stepped in, in good time, by arranging support from a local teaching schools alliance. With such a close and determined focus on raising standards in writing and mathematics, it is not surprising that your assessments and pupils’ work now demonstrate good progress in reading, writing and mathematics. Pupils’ attainment is on track to be in line with or above national figures. Pupils at your school have so much potential to do well. Whether they are learning new sounds in a well-planned phonics session, carefully practising a special sentence about being an invisible superhero, or talking about their books, pupils are eager to learn and diligent. They are also respectful and thoughtful. I was particularly impressed with their superb behaviour in the assembly I observed. Pupils led the first part of the assembly with confidence and ease. They then watched a film about children in Johannesburg, with rapt attention, before jumping up to practise their ‘Sport Relief’ song, with accompanying actions excellently modelled by older pupils. Such openness to teamwork, respect for each other and a positive attitude to new learning typify pupils’ attitudes throughout the school. Your pupils eagerly approach each task with enthusiasm, want to explore and ask questions, and are rightly proud of their conscientiously presented work. Parents and carers appreciate the caring and nurturing ethos of the school. They also value the way that the school promotes the importance of keeping fit and being healthy. Many parents are pleased with the progress their children are making, particularly in reading and in their behaviour and manners. One parent commented on the ‘polite and well-rounded’ pupils in the school. Another said, ‘I feel grateful every day that my child has such a great school to attend.’ Leaders and staff have maintained the strengths in teaching, learning and assessment, including the teaching of reading, since the last inspection. Pupils’ behaviour and personal development continue to be a notable strength of the school. You have made sure that teachers’ questioning challenges pupils. In addition, teachers now routinely share their planning in English, mathematics and across the curriculum. Teachers and support staff also visit other year groups and phases in order to develop their understanding of what pupils have already learned and how to ensure good progress. Leaders, staff and governors know that more pupils need to reach national expectations and are conscious of the challenges faced when many pupils join the school at different times. In addition, you have correctly identified that the most able pupils need to be challenged more and achieve higher standards. Through your analysis of most-able pupils’ writing, you have noted that there are lingering weaknesses in spelling and that pupils’ vocabulary needs to be extended.