The leadership team has maintained the good quality of education in the school since the last inspection. Many parents and carers choose to send their children to your school, despite not living in the local area, because of the ‘family feel’. They value the fact that every child is known as an individual. The vast majority of parents are positive about the school and the progress that their children are making. Ninety-seven per cent of parents who completed Ofsted’s Parent View online questionnaire state that they would recommend the school. Parents appreciate the opportunities their children have to participate in a range of sporting activities such as archery, curling and football. Since you became headteacher in September 2016, you have further developed the positive relationships with parents. They appreciate your openness and say how approachable you are. You know their children’s strengths and the areas where support and challenge are needed to help them reach the highest levels. You have high aspirations for the pupils in your care. Since the last inspection the school has joined with two other schools to form The Small Schools Multi Academy Trust. This is providing additional capacity and expertise to make further improvements. You are building well on the previous success of the school. Leadership is distributed across the multi-academy trust to draw on a wide range of expertise. Roles and responsibilities are clear. Leaders are dedicated and keen to make a difference. Together, you work closely to check standards across the school. Your self-evaluation is accurate and identifies the key priorities for development. You are outward-looking and actively encourage an external view. You collaborate with other local schools, including a teaching school. These links provide good opportunities for further development and training. In some situations, your staff are leading the training for other schools and trainee teachers. Exemplary leadership is being developed at all levels. Rigorous performance management processes ensure that expectations are understood by everyone. Regular training and development is provided for all staff to develop their teaching skills further. A comprehensive induction programme is in place for staff new to the school. New staff comment on the importance of this in helping them settle into the school. You coach and mentor staff to ensure a consistent approach to teaching and learning. This is improving the quality of teaching across the school. The same high standards can be seen in many classrooms. Staff say that this is a nurturing school; they value the opportunities to develop both professionally and personally. Pupils enter the school with skills typical of their age. Children have been able to access nursery provision since September 2017. They are settled and engage happily in a range of tasks. During the inspection the very youngest children were already beginning to count, subtract and take turns; they worked with obvious enjoyment and enthusiasm. Over time, pupils make good progress. The proportion of children who leave the early years with a good level of development is often above the levels seen nationally. This strong progress continues in key stages 1 and 2. In 2017, the percentage of pupils reaching the expected standard in reading, writing and mathematics was higher than national. Significant numbers of pupils also reached the higher levels. You have designed and implemented a robust assessment and tracking system. This enables you to monitor individual pupils’ progress more closely. Any dip in outcomes, such as that seen in 2016, is analysed carefully. You ensure that rapid action is taken to address the issues identified. Regular monitoring, observations of teaching and work scrutiny are used effectively to check on the impact of actions taken. The executive headteacher and directors provide you with support and challenge in equal measure. They have a wealth of skills and expertise to call upon. They have a clear understanding of their statutory functions and responsibilities. The well-being of pupils and staff is at the centre of their work. They are committed and enthusiastic about their work. Through regular meetings, the directors track the impact of developments across the school and the progress that the pupils are making. Directors check out what they have been told by visiting the school to see for themselves. They share your vision and ambition for the school. You have addressed the areas identified for improvement during the inspection of your predecessor school. Much work has been done to improve the teaching of mathematics and ensure that every child is challenged enough with work that ensures their good progress. Pupils develop secure reasoning and problem-solving skills through regular practice. This enables more pupils, including those who are disadvantaged, to reach greater depth at the end of key stage 2. Writing continues to be a focus for improvement and was explored further during this inspection.