The leadership team has maintained the good quality of education in the school since the last inspection. Parents and carers who I spoke to or who responded to Ofsted’s online survey unanimously praised the school, describing it as ‘a fantastic little school’ with a ‘strong family ethos in which children feel safe and secure’. Members of staff and pupils who spoke to me also described the school as a caring, nurturing place. Across the day, both in lessons and at social times, I saw older pupils working with and supporting younger pupils. It was clear to see that the school’s attention to respecting individual rights has had a significant effect and has helped to build a cohesive school community. I found you know the school well and, since being appointed as headteacher in January 2018, have begun to address some areas for improvement with renewed vigour. In recent years, pupils have made good progress and attained standards in line with, or above, those seen nationally by the time they leave the school. Progress has been particularly good in reading. Children quickly develop an interest in books in the Reception class, because teaching makes reading exciting and enjoyable. Teachers foster strong partnerships with parents who do much to support children’s reading at home. Children’s reading skills are checked each week. Most children develop a good grasp of the sounds letters make in the Reception class and almost all pupils attain the expected standard in the Year 1 national phonics screening check. As pupils progress through the school, well-designed, purposeful reading activities ensure that their comprehension skills develop well. Outcomes in mathematics have been more average, so this has been a priority area for you this year. I found that your mathematics subject leader has accessed appropriate external training and introduced new approaches that are now challenging pupils more effectively. Good practice in school is being shared and expectations in most classrooms are rising. Certainly, my checks on pupils’ books showed the most able pupils are now making strong progress in mathematics, indicating more are on track to attain the higher standard at the end of key stage 2 this year. Your own tracking shows no difference in levels of attainment across reading, writing and mathematics for pupils currently preparing for national curriculum tests. In the school’s last inspection, leaders were asked to ensure that teaching was consistently good and to accelerate children’s progress in the Reception Year. On this inspection I found most teaching to be strong, although some variability still remains, which slows pupils’ progress and affects their enthusiasm to learn. I found that leaders’ checks on the quality of teaching have not always been objective enough to identify this. Furthermore, leaders have not set precise enough objectives for teachers to be able to hold them to account for pupils’ progress. However, in our discussions, it was clear you know where teaching is weaker and you show the necessary resolve to quickly address inconsistencies in the quality of teaching. Children’s progress in the Reception Year has improved. Here, teaching is particularly strong and ensures that children develop as confident learners who are well prepared for Year 1. Outdoor learning areas are now better resourced and you are actively exploring how the building might be adapted to allow children to have easier access to these outdoor facilities. In recent years, the proportion of children reaching a good level of development by the end of Reception has been well above that seen nationally. Safeguarding is effective. Everyone in the school, including the governors, sees safeguarding as the highest of priorities. Consequently, your policies, procedures and practice are all of high quality. The leadership team has ensured that all safeguarding arrangements are fit for purpose. Members of staff have all received the necessary training and know what actions they must take if they have any concerns about a child. Recordkeeping is detailed and thorough. Your curriculum continually fosters pupils’ understanding of how to stay safe. Much is done through assemblies and in daily class discussion time to encourage pupils to share their feelings and resolve any worries they have. Pupils have a well-developed understanding of how to stay safe when online. This open approach ensures that there is little, if any, bullying in the school. The detailed audit of the school’s safeguarding work you recently completed has further refined your practice and ensured the governors are confident everything is being done to keep pupils safe.