The leadership team has maintained the good quality of education in the school since the last inspection. Your drive and determination to ensure that pupils leave Shoreham with the knowledge and skills they require to succeed in the future are evident throughout the school. Your vision statement – ‘Learning today for tomorrow’s world’ – neatly encapsulates the ambition shown by staff and the governing body to ensure that pupils achieve well academically and make a positive contribution in their future lives. You recognise the importance of ensuring that this small school is outward-looking. Strong partnerships with local state and private schools benefit pupils and staff by enhancing the curriculum and providing valuable training opportunities. You know your school well. You are committed to continually improving the school, and the actions you have taken have been effective in continuing to improve outcomes in English and mathematics. Governors provide effective support and challenge. They have a strong understanding of how their skills and experience can best be used to support school improvement. You have taken effective action to address the areas for improvement identified at the previous inspection. For example, pupils are now consistently fully engaged in their learning. Pupils behave well in lessons and around school. They take pride in their work and are keen to do their best. Pupils report that adults quickly help them resolve any disagreements that arise and that bullying is rare. Pupils enjoy coming to school, and their good attendance reflects this. You have forged a strong staff team which is proud of the work it does for the pupils at Shoreham. The team is as equally committed to pupils’ personal development as it is to their academic success. Frequent opportunities for pupils to perform in the arts and compete in sporting events are provided. The school handball team has enjoyed considerable success, given the small number of pupils from which to create a team. Parents and carers are unanimous in their praise for you and they appreciate the improvements that you have made to the school during your time as headteacher. They value the interesting curriculum that their children experience. A particular feature of this is the extra activities that are provided at lunchtimes and the after-school clubs. Pupils are grateful for the range of opportunities on offer and told me, ‘There’s something for everyone.’ You have sensibly considered the workload of teachers, while also ensuring that pupils benefit from a good standard of education. You have thought very carefully about the training needs of your staff to ensure that they have the skills they need to be effective in their roles. Teachers use resources intelligently to ensure that lessons are pitched at the appropriate levels for pupils to make good progress. Safeguarding is effective. The leadership team has ensured that all safeguarding arrangements are fit for purpose. The promotion of effective safeguarding has a high profile throughout the school. Staff receive regular safeguarding training so that they are knowledgeable and well informed about all aspects of safeguarding procedures. Leaders respond quickly and effectively to any concerns raised about pupils’ safety and welfare. Governors check regularly to ensure that safeguarding procedures are rigorous and applied consistently throughout the school. Pupils say that they feel safe in school. They have an age-appropriate awareness of how to stay safe online, and can describe the actions they would take if they had a worry or concern. One pupil summed up the views of many when saying, ‘There’s always someone you can go to.’ The curriculum includes many opportunities for pupils to learn how to keep themselves safe. For example, pupils are taught how to stay safe on public transport prior to beginning secondary school so that they are well equipped to make the transition safely. Inspection findings At the start of the inspection, we agreed to focus on: how effectively leaders have improved the quality of teaching in mathematics; how well teachers have ensured that pupils, particularly the most able, are sufficiently challenged in lessons; and how well the curriculum prepares pupils for the next stage of their education. Leaders have successfully improved the quality of teaching in mathematics. Over time, leaders have developed the school’s approach to teaching mathematics so that it equips pupils with the understanding they need to be successful mathematicians.