The leadership team has maintained the good quality of education in the school since the last inspection. You have continued to develop the school as a highly inclusive and welcoming community. Parents and carers are strongly supportive of the school’s ethos. They feel that their children make good progress in a setting that fosters the values of kindness and respect. Pupils are excited to come to school and are ready to learn. Alongside your high standards of pastoral care, you are raising expectations of what each pupil can achieve through your work with staff, families and the wider community. The staff team feel well supported, and morale is high. They share your vision of trying to provide the very best quality of education for each pupil. Staff value the opportunities they have had to make their teaching better. They are keen to share their learning to support and challenge each other to improve. For example, at the staff ‘book club’, they share with each other children’s books that they have read. This helps them to keep their knowledge up to date and build good links between reading and the wider curriculum. Together with staff, you have ensured that the curriculum is broad and balanced. Younger pupils explore the outdoor environment. They use the language that they have developed through these experiences in their writing and art work. Teachers plan to extend pupils’ understanding, for example through providing opportunities for them to learn about people who have different faiths from their own. Regular events, such as ‘Messy Fiesta’, enable pupils to work with others from different year groups to learn about the school’s values. For example, pupils explore the value of ‘service’ through making poppies, writing letters to soldiers and baking biscuits to give to the Royal British Legion. Pupils develop strong creative skills because of the way in which the curriculum is interconnected. Children in the Reception Year use the colours that they have seen in an autumn walk around the village to describe the dinosaurs that they are painting. Pupils use their experience of painting with charcoal on a Stone Agethemed day to create careful art work. Pupils have opportunities to reflect during collective worship and to discuss the meaning of true friendship and how they can help each other. Older pupils enjoy the responsibility of helping the youngest to walk to the village hall each day. The school is a happy and cooperative community. At the time of the last inspection, you were asked to improve the provision for pupils who have special educational needs (SEN) and/or disabilities. Since that time, the proportion of pupils who attend the school who have SEN and/or disabilities has increased. Pupils’ additional needs are quickly identified. You have ensured that they continue to benefit from good-quality class teaching as well as receiving appropriate support at other times throughout the day. All tasks are thoughtfully matched to support pupils’ next steps for learning. As a result, pupils develop independence and make strong progress from their individual starting points. The areas for improvement identified at the previous inspection focused on ensuring that the most able pupils are challenged effectively in their learning. Since the last inspection, the teaching of mathematics has improved. Challenges are embedded throughout the mathematics curriculum. Teachers were observed to use these challenges to adapt the learning to stretch the most able during lessons. Other challenges are set to provide goals for pupils to work towards. There is a palpable buzz about learning in these lessons. Teachers ensure that reading books provide appropriate challenge to pupils and help them to develop higher-order reading skills. Recently, teachers have increased the opportunities for pupils to write at length. However, these are not sufficiently well planned to allow the most able pupils to further refine their writing skills. Expectations of what the most able writers could produce are not consistently high enough. Safeguarding is effective. The leadership team has ensured that all safeguarding arrangements are fit for purpose. Staff are all fully aware of the part that they play in keeping all pupils safe. Regular training keeps staff up to date with developments. Staff monitor the wellbeing of pupils and know how they should record concerns. Careful record-keeping shows the tenacity that leaders have shown in seeking solutions that support children and families at times of need. Attendance has remained higher than the national average for the past three years.