The leadership team has maintained the good quality of education in the school since the last inspection. Your clear focus and vision underpin the positive work of the school. Together with your experienced deputy headteacher, you have created a harmonious, safe and caring school. Pupils are happy and enjoy coming to school. Parents agree that the school provides a safe and caring environment. They are positive about the quality of teaching and agree that their children make good progress. Pupils are polite and well mannered. They have positive attitudes towards their learning and enjoy their lessons. Relationships between adults and pupils are good and, as a result, pupils feel confident to ask for support if needed. Pupils work well together in class and help one another. Teachers have high aspirations for pupils and expect them to try hard in lessons and behave appropriately. As a result, classrooms are productive working areas enabling pupils to make progress. Since the last inspection, the school has joined the Vine Schools Trust. This is seen as a positive step by yourself and the governors. The trust has provided the school with a good level of support through staff training opportunities and joint working with other schools. As a result, you have been able to develop practices within the school that have led to continued improvement. You have a realistic view of the school’s strengths and areas for development. You ensure that information about pupils’ progress is carefully analysed, enabling you to provide personalised support programmes for pupils who are falling behind in their learning. The governing body is well informed about pupils’ progress, and governors’ systems for monitoring standards within the school ensure that they have an accurate view of the school’s performance. They provide a good balance of support and challenge. Children in the early years continue to make good progress. This is because teaching is well matched to their needs, and activities are interesting. Adults have high expectations of the children and support them effectively, so they are able to make good progress. I saw some excellent examples of Reception children’s writing and mathematics. By the end of the Reception Year, children are ready to cope with the more formal teaching in key stage 1. Since the previous inspection, you have made major changes to the teaching of writing. As a result, most pupils currently in the school are producing good-quality written work. Pupils in all year groups are able to write at length and with a greater accuracy in punctuation, grammar and spelling. Progress in key stage 1 and lower key stage 2 is particularly strong. You have also reviewed how mathematics is taught. Pupils are now provided with more opportunities to develop their reasoning skills through a greater variety of activities. Pupils are now more confident in tackling mathematical problems and this is leading to improved progress. Pupils say they enjoy mathematics lessons. Safeguarding is effective. You give high priority to ensuring that pupils are kept safe and are well looked after. The leadership team has ensured that all safeguarding arrangements are fit for purpose. The overwhelming majority of pupils agree that they are safe and well cared for in school. Pupils say that bullying happens on occasions but it is dealt with effectively by staff. Pupils agree that there is an adult in school they can talk to and they told me that staff also help them with problems outside school. The curriculum provides pupils with plenty of opportunities to learn about keeping safe in a variety of situations. Pupils have a good understanding of how to keep themselves safe, including when using the internet. Leaders ensure that the appropriate checks are carried out on staff and volunteers before they are employed. All staff are well trained and knowledgeable, enabling them to quickly spot and deal with any concerns quickly. Pupils are supervised well at break and lunchtimes. Governors and members of the trust check that safeguarding procedures are robust. You work effectively with outside agencies to ensure the safety and wellbeing of vulnerable pupils.