Leaders and governors have maintained the good quality of education in the school since the last inspection. As headteacher, you exude a passion for the school. You hold high expectations for all members of the school’s community, but also recognise the importance of maintaining the well-being of your staff. Staff value your support, as well as your investment in their professional development. It was clear during my visit that one of the key strengths of the school is the dedication of your staff and the emphasis you place on being part of a team. As one member of staff wrote in their questionnaire, you ‘lead by example’. Along with yourself, teachers, teaching assistants and governors know the school very well. There is a clear understanding of the school’s strengths and the areas requiring further improvement. Your self-evaluation is accurate and this is informing the school’s development plans. Actions are outlined clearly, with success being measured in terms of the impact these actions have on raising pupils’ outcomes. Effective leadership and management, combined with high-quality teaching, learning and assessment, is leading to pupils making strong progress from their starting points. This is particularly the case for pupils working below the expectations for their age, including those pupils who have special educational needs (SEN) and/or disabilities. Rapid rates of progress are enabling many of these pupils to catch up with their peers. Governors are an integral part of the school community. They have an in-depth understanding of pupils and their families. You provide them with a range of information about the quality of teaching and pupils’ outcomes. Governors check this information through their regular visits to the school, as well as from the information they receive through external monitoring. Governors recognise, however, that at the time of my visit some of the information on the school’s website did not meet statutory guidance for what schools should publish online. Pupils and parents are extremely positive about the school. They describe the school as being ‘one big happy family, where everyone knows everyone’. Pupils enjoy their learning, saying that lessons are ‘challenging but fun’. Pupils and parents appreciate the wide range of extra-curricular clubs on offer. For example, as well as a number of sports clubs, pupils talked enthusiastically about junk modelling, cooking and homework clubs. As one pupil told me, ‘There is something for everyone.’ At the previous inspection, the school was asked to further develop the quality of teaching so that it provided pupils with sufficient opportunities to make use of what they had learned and try new skills. You told me how you have continued to raise teachers’ expectations in line with the greater demands of the national curriculum. This has proved effective in ensuring that high proportions of pupils across the school are working within the expectations for their age. You have also ensured that a strong curriculum is providing pupils with opportunities to develop their skills in a wide range of subjects. The second area identified at the previous inspection was to further develop the role of subject leaders. Action plans demonstrate that leaders have a secure understanding of their subjects and the aspects which require further development. Focused professional development has included the opportunity to share best practice with schools across the Calne Area Partnership. This has raised subject leaders’ understanding of assessment information and how they can use their monitoring to demonstrate the impact their actions are having on pupils’ outcomes. Safeguarding is effective. Staff and governors know the school’s pupils and their families extremely well. There is a strong sense of community and everyone understands their role in keeping children safe. Pupils are happy in school and all of the pupils who spoke with me, or completed the online survey, said they felt safe in school. Pupils also feel well cared for. As one pupil told me, ‘If there was something wrong, my teacher would just know. They understand me and know my personality.’ Pupils say that bullying is rare but are confident that, if they did have a concern, they could talk to you or another member of staff and it would be sorted out for them. Pupils have a good understanding of how to stay safe online. They know not to share personal information with anyone that they do not know in the ‘real world’. As the designated leader for safeguarding, you have a strong understanding of the vulnerabilities that pupils face. Along with your highly skilled special educational needs coordinator (SENCo), you are proactive in providing targeted support. This is proving effective in meeting the social, emotional and mental health needs of pupils and parents, as well as in addressing other barriers that pupils face in their learning.