The leadership team has maintained the good quality of education in the school since the last inspection. You and your leadership team have a strong sense of purpose and have ensured that pupils continue to make good progress across the range of subjects. You set high standards and are self-critical, so you recognise that there are aspects still to work on to secure further improvement. Since your appointment as headteacher in September 2013, you have improved the quality of teaching. The effective training you have provided for all teachers has raised their expectations and developed their skills. Accurate assessments of pupils’ progress have helped make your checks on teaching and learning more rigorous. The leadership team uses detailed information about pupils’ progress to provide teachers with support and feedback about the quality of their teaching. In this smaller than average sized primary school, I understand that test results can vary considerably because of the small numbers taking the tests. However, you recognise that pupils’ progress is not as strong in some aspects of pupils’ writing, particularly the consistent application of correct grammar. You have successfully addressed the priorities identified in the previous inspection report, and in particular ensuring that pupils are set work that is matched closely to their abilities and that they are given targets for improvement that they and their parents can understand. Pupils’ behaviour is impeccable in classes and around the school. Pupils are very polite, well mannered and respectful. They are eager to show visitors their work and take great pride in their school. The pupils’ joyful singing and celebration in a school assembly on ‘understanding the purpose of rules’ showed how much they care about their community. Pupils know about and are keen to tell visitors about the five ‘R’ key values of their school, which focus on pupils becoming resilient, being respectful, taking responsibility, reflecting and being resourceful learners. Governors are effective in their role. The chair of governors and finance governor met with me during the inspection. They showed their strong sense of commitment to, and support for the school. They are knowledgeable and fully up to date with national changes in education. They are clear about school priorities and progress made towards meeting them. Safeguarding is effective. The leadership team has ensured that all safeguarding arrangements are fit for purpose. Records are detailed and of high quality. The single central record is maintained to a high standard. Governors ask probing questions to ensure that safeguarding is effective. Training is kept up to date and ensures that staff have a good awareness of any local issues and potential problems within the community. Leaders have developed a strong culture of safeguarding within the school. Pupils understand how to keep safe online and say that they feel safe in school. Leaders have made good links with parents and carers as well as external agencies to help them to support vulnerable pupils. Parents and pupils say that behaviour is outstanding and that instances of bullying are very rare. This is because of the school’s strong pastoral support systems. Leaders are aware of the needs and concerns of individual pupils, and parents acknowledge and appreciate this. Inspection findings In 2017, assessments for the small number of Year 6 pupils indicated that progress in writing was below that in reading and mathematics and followed a similar trend in 2016. However, the rapid action taken by school leaders indicates that the progress made by the vast majority of pupils has reversed this decline. The school’s good attention to teaching spelling, grammar and punctuation is paying dividends. Work in pupils’ books and our classroom observations during the inspection show that pupils are now making good progress in writing. Attainment is rising and, in particular, many pupils are becoming very enthusiastic about their writing. Your checks on the quality of teaching and its impact on pupils’ progress are accurate and reliable. Your school improvement partner has helped you and the school’s governors to pinpoint the school’s strengths and areas for improvement. Through their reviews of the school’s work, governors hold leaders to account for how well the school is meeting pupils’ needs. On the basis of accurate evaluation, leaders have taken steps to improve teaching, learning and assessment across the school. Teachers now use detailed assessment information on pupils’ progress as a starting point for their planning.