The leadership team has maintained the good quality of education in the school since the last inspection. Since arriving at the school three years ago, you have worked hard to ensure that the school improves. You recognised that some aspects of the school’s provision had previously not been good enough and you quickly put in place plans for the school’s development. This has led to significant improvement. You have ensured that staff feel they are challenged and supported. They want to do their best and recognise the positive changes that have taken place. You have identified areas where you felt that teaching was not effective enough. Actions that you and other senior leaders have taken mean the quality of learning across the school is now consistent across the different classes. You have created a culture where staff are increasingly confident about their work. A parent summed up the views of many others I spoke with, or who completed the Parent View survey, by saying, ‘We feel that the school has hugely improved over the last couple of years and is still on the up.’ You work effectively with the governing body, whose members are experienced and supportive. The chair has successfully developed the governors’ skills by ensuring that governors receive regular training. Governors know the school well and are increasingly confident about holding leaders to account. The work of the governing body is organised well so that each member knows their responsibilities. The governing body checks that additional funding is spent effectively and the school meets its statutory obligations. The school provides pupils with a very strong ethos where they feel happy and secure. Parents appreciate the atmosphere of the school. You have ensured that the school’s values are clear and understood by all staff and pupils. The school’s approach is centred on the idea that ‘Saxilby School LEARNS together’. Each letter of the ‘LEARNS’ word is used to represent a key aspect of the school’s aims and characteristics. This approach has resulted in a strong and positive culture where pupils feel that staff are supportive and relationships are positive. Behaviour is consistently good in lessons and around the school. This helps the pupils to learn. The pupils I spoke to were overwhelmingly happy with the school. In a few cases, they had moved to the school from elsewhere and commented on the friendliness of teachers, as well as how they felt safe and confident. One said the school is ‘brilliant and amazing’. This view was typical of the comments made by pupils and was confirmed by those who completed a survey for this inspection. Children make a good start in Reception. They settle quickly into the routines of the day and work well with each other. They are happy to take turns, take risks and explore the good range of resources within the provision. They are making a good start in developing their skills in phonics and the understanding of numbers. The proportion who achieved a good level of development by the end of Reception in 2017 was above average. You have improved the teaching of phonics across the school. This is now a strong feature of teaching, with a good level of consistency across year groups. The proportion of pupils who achieved the expected standard in the Year 1 phonics screening check has improved and is now above average. The proportion was, however, slightly lower in 2017 because of the characteristics of this cohort of pupils. Pupils achieve above average outcomes at the end of Year 2 in reading, writing and mathematics. Pupils’ progress in national tests at the end of key stage 2 shows a strong improvement, especially in reading and mathematics. You have worked hard to ensure that good teaching is the highest priority for staff. They have benefited from working with other schools as well as receiving additional support and training. This has led to a good level of consistency in planning, strong subject knowledge and skills. Staff work well together to share ideas and discuss how they can improve further. You have challenged any underperformance of staff, where required. Staffing is consistent and stable following a period where some classes had changes in teachers, sometimes during the course of a year. During the inspection, we agreed areas where further improvement is a priority. Although pupils made average progress at the end of key stage 2 in 2017, not enough made above average progress. We discussed the actions that you are taking to improve this area and the need to ensure that staff use questioning and feedback effectively in order to identify gaps in learning. The resources and provision for teaching computing require further development. The schools’ arrangements to assess progress in foundation subjects such as history, geography, French, art and design need to be reviewed and developed further. In our discussions about these areas you were able to show how school leaders have already started to take actions that will lead to improvement.