The leadership team has maintained the good quality of education in the school since the last inspection. Leaders promote a strong, caring culture and every pupil is highly valued and known well by you and your staff. Consequently, support for pupils is effective. In this very small school you and your staff work closely as a team. Parents have high regard for the quality of care their children receive. As one parent commented: ‘Staff are very welcoming and helpful, I could not wish for a better school.’ School leaders have a clear strategic overview of what is required to shape and drive the future of the school. The governing body provides effective support and challenge. They are knowledgeable and regularly monitor the actions taken by leaders to secure improvements. Teachers and other staff have created a positive climate for learning. They have high expectations of pupils’ behaviour. Relationships between pupils and their teachers are good. Pupils are enthusiastic and confident learners, particularly in the Reception and Year 1 class. For example, the inspector observed Reception pupils confidently using their mathematical vocabulary while playing in the outside area. You have been effective in tackling the issues identified for improvement at the last inspection. You have worked with leaders of other schools to improve standards within a group of schools. The sharing of expertise, to improve teaching and knowledge of assessment, has helped teachers to plan more effectively the subsequent lessons for pupils. A review of pupils’ books with your assistant headteacher showed me that pupils make good progress. However, presentation of pupils’ work is inconsistent. You agreed that this is an area of development for the school. After the previous inspection, you reviewed the curriculum to raise the profile of reading and amend the way in which it was taught. You ensured that quality texts are now studied in depth and linked to other areas of the curriculum. I saw older pupils writing autobiographies linked to Oliver Twist and Year 1 pupils told me about the models they had made which were linked to fairy tales. Pupils say they enjoy reading, including when they use new technology like electronic devices. They talk enthusiastically about stories they love. Leaders also created more opportunities for pupils to use their mathematical skills in other subjects. Nevertheless, your mathematics leader has correctly identified that pupils need to further develop their problem-solving and reasoning skills in key stage 2. Pupils are knowledgeable about e-safety. You work with pupils and their families to highlight the dangers of using the internet. Pupils were able to explain risks when playing games online. They also told me about the importance of keeping personal details private. Safeguarding is effective. The leadership team has ensured that all safeguarding arrangements are fit for purpose and records are detailed and of high quality. You make sure that the safeguarding of pupils is effective and a high priority. The required checks are made so that staff are suitable to work with children. Staff receive the appropriate training, including protecting pupils from extremism and radicalisation. You have been careful to make plans to protect pupils even if you are not on the school site. You and your staff know your pupils exceptionally well, so are alert to the things that make them vulnerable. Staff are vigilant and records show that you take decisive and prompt action when it is needed to secure their well-being. Pupils are taught effectively about everyday risks and know how to manage these in a sensible way. Pupils who I spoke to said that they felt safe in school. They told me that bullying and name-calling are extremely rare but, when it does happen, staff deal with it quickly and fairly. Parents told me that you do everything possible to ensure that their children are safe, happy and well. The school site is secure, safe and welcoming and yet still manages to embrace the surrounding countryside for the best benefit of the pupils.