The leadership team has maintained the good quality of education in the school since the last inspection. Since the last inspection the school has grown to six classes, with a larger year cohort in Year 2. This has resulted in fewer mixed-age classes. The size of other cohorts has remained approximately the same. As cohorts are small, the progress and attainment of individual pupils influences overall attainment significantly. You and the leadership team responded quickly to the fall in progress in 2016. Due to small cohort sizes, the few pupils who did not make as much progress as they should affected the overall progress measures. However, you did not use this as an excuse and were determined to make changes in order to raise standards. In the last inspection report, leaders were asked to ensure that work in mixed-age classes is pitched at the right level for pupils. Teachers use their subject knowledge to set tasks at appropriate levels to meet the needs of different learners. Pupils’ workbooks show that they are encouraged to select tasks that challenge them to achieve more. Teachers and other adults intervene if pupils select tasks that are too hard or do not provide enough challenge. Teachers ensure that pupils have the right knowledge and skills to access the tasks and provide them with appropriate challenges. Recent professional development for staff has focused on developing the teaching of reading and mathematics. Teachers and teaching assistants value the training they receive. Middle leaders feel encouraged to develop their subjects and are keen to innovate in order to bring about improvements. They are aware that the school’s current system for tracking the progress that pupils make is not providing them with precise information and are keen to make adjustments to deliver what they need. You have maintained the good quality of teaching and learning since the last inspection. However, pupils’ workbooks show that teachers’ expectations of pupils’ presentation and handwriting are not as high as they could be. Despite a focus on developing pupils’ spelling, this has not yet transferred into pupils’ writing in their workbooks. Leaders have introduced a system for monitoring the progress that pupils make across the school. However, this is not developed well enough to provide an accurate picture of the amount of progress pupils are making. As a result, the potential underachievement of some pupils is unclear. Governors are passionate about the school. They are reflective about the fall in standards in the past and are keen to look to the future to provide pupils with the best education possible. They use the information they receive to challenge leaders and together strive to provide pupils with the best education possible. Parents are overwhelmingly positive about the school; those I spoke with were very complimentary of the staff and the leadership team. They feel that were they to have a problem, staff would deal with this quickly and effectively. Parents are particularly happy with the supportive family feel of the school. They appreciate the efforts that you and the staff go to in order to get to know pupils and families personally. Pupils speak highly of their teachers and support staff. They appreciate teachers’ efforts to make learning challenging, yet fun. They particularly appreciate it when they use technology to develop their learning. Pupils feel safe in school and know that there is always someone available if they have a problem. They have a good understanding of equality, with one pupil saying, ‘We are all human, but we have different personalities.’ Pupils use their knowledge of how to keep themselves safe when using the internet, including when using social media and online games. Pupils’ behaviour is exemplary. In all classes, pupils worked diligently and were supportive of each other when tasks were challenging. Around the school, pupils are exceptionally polite and welcoming of visitors, opening doors, shaking hands and asking pertinent and appropriate questions to get to know people better. Safeguarding is effective. The designated safeguarding leaders have ensured that all staff participate in a regular programme of professional development to safeguard pupils. Recent training includes safeguarding pupils who have special educational needs and/or disabilities, and the ‘Prevent duty’. Staff who I spoke with were aware of the different forms of abuse and knew the correct channels to report concerns. Staff are aware of the additional needs of vulnerable pupils and staff work together to monitor the wellbeing of pupils at risk of harm.