The leadership team has maintained the good quality of education in the school since the previous inspection. Indeed, you are now sharing your good practice with another school with which you have formed a federation and where you are also the headteacher. Since the last inspection of Goodleigh, you have overseen a significant increase in the number of pupils attending this small primary school. There are currently four mixed-age classes. Some pupils come from the village and surrounding countryside. Most come from further afield because the school has a well-deserved reputation for the quality of its provision, including for pupils who have special educational needs and/or disabilities. You also provide some ‘flexi-schooling’ for a few pupils who are educated at home for part of the week. This is why your attendance figures appear low for these pupils. You have successfully created a culture in which all pupils are welcomed, cared for and nurtured, both academically and in their personal development. Parents value the ethos of the school, which they describe as developing their children’s love of learning. They praise the dedication of the teachers and teaching assistants, for example in providing a wide range of activities for pupils. These include after-school clubs, with various sports offered, and educational trips and activities. All pupils in key stage 2 are included in two annual musical productions. One is a performance of a Shakespearian play, which this year was ‘A Midsummer Night’s Dream’. Pupils also perform in the local church. You make excellent use of the extensive school grounds, including an improvised amphitheatre and the ‘forest school’, where children learn to work together, as in making shelters in the woodland area. It was a delight to see brothers and sisters from different year groups working together, applying their measuring skills in making Christmas cakes for their families. Pupils learn about other faiths, as in celebrating Diwali, for example. Such activities and trips, including a visit to the Royal Opera House, make an outstanding contribution to pupils’ spiritual, moral, social and cultural development. They also motivate the staff, who are as enthusiastic as the pupils about the extended learning opportunities. In most classes, teachers now make good use of assessment to ensure that each pupil works at the right level of challenge. This is particularly effective in key stage 2, where pupils make rapid progress. You are rightly extending the skills of new teachers to secure a consistently strong quality of teaching and learning throughout the school. To support the new teachers in matching the work closely to each pupil’s starting point, you are developing a new system for tracking the progress of all pupils. Pupils get off to a flying start in the early years. They develop a love of reading, although a few pupils with special educational needs and/or disabilities do not reach the expected standard in the Year 1 phonics check. You are providing training for new staff in the teaching of phonics in order to address this. Pupils make steady progress in key stage 1. Their progress accelerates so that by the time they leave the school at the end of key stage 2, pupils achieve aboveaverage standards in reading and mathematics. This is confirmed in the 2016 national curriculum tests. Standards in writing are improving, particularly for the most able pupils. Many of the pupils achieved a high score in the English grammar, punctuation and spelling national curriculum tests in 2016. This is because of the emphasis you are now giving to developing these skills, as well as pupils’ speaking skills. However, standards in writing are not yet as high as those in reading and mathematics for the disadvantaged pupils and those with special educational needs and/or disabilities. This is because a few teachers are not identifying precisely the next steps in their learning and making sure that these are taught in lessons. Safeguarding is effective. You have established a culture of vigilance with regard to safeguarding pupils. You have ensured that all safeguarding arrangements are fit for purpose and records are detailed and of high quality. You have also ensured that all staff and governors have up-to-date knowledge and understanding of safeguarding requirements through regular training. The training has included, for example, safeguarding, safer recruitment and the prevention of radicalisation and extremism. You work very well with external agencies to take appropriate action to address any concerns. Issues are followed up robustly.