The leadership team has maintained the good quality of education in the school since the last inspection. As headteacher, you lead the school with care, determination and clear purpose. However, for reasons beyond your control, there has been a high staff turnover in recent years. You are mindful of the impact of this and you are doing everything you can to minimise the effects on pupils’ learning. For instance, you have ensured that new staff are closely supported. This has enabled you to rapidly identify the need for additional training from the local authority. However, it will take time for new staff to develop the skills to fulfil their roles effectively. Pupils say that teachers make lessons interesting, including using adventures in the outdoors. Parents and carers fully endorse this view. For example, a group of pupils have been exploring the book ‘The hodgeheg’. They have improved their reading comprehension and developed their writing skills through a range of woodland curriculum activities. One hundred per cent of parents who responded to Parent View would recommend the school to others. Parents said, ‘We couldn’t ask for a better school’ and ‘The teachers here expect our children to do well. They help them with fantastic learning opportunities.’ Pupils show good attitudes to learning in lessons. They make positive contributions through responding well to teachers’ effective questioning. Staff build productive professional relationships with pupils and parents to promote a positive climate for learning. The small numbers in each year group mean that it is not possible to determine a trend in your school’s assessment information. However, you are aware that too few pupils are reaching the higher standards of attainment in mathematics by the end of key stage 2. Work to address this, and improve pupils’ progress in mathematics, is already under way. More is still to be done, especially to ensure that pupils in key stage 2 are consistently challenged in their work. Improvements to assessment since your last inspection have resulted in teachers focusing more precisely on pupils’ next steps in reading. Your careful monitoring of pupils’ progress in reading allows teaching to be tailored to pupils’ individual needs. Consequently, most pupils have every opportunity to improve their reading skills and understanding. In key stage 1, adult intervention is used well to develop pupils’ independent reading. However, weak assessment for pupils who have special educational needs (SEN) and/or disabilities has resulted in some pupils not making strong enough progress from their various starting points. Governors are passionate about the children and the community and genuinely care for the community they serve. They ensure that the small amount of pupil premium funding received by the school provides additional learning support and extracurricular activities for disadvantaged pupils so they enjoy equal opportunities alongside their peers. However, governors have a limited understanding of how to evaluate pupils’ progress. This hinders them from identifying the school priorities and holding you and other leaders to account. You are aware of this and have already taken steps to ensure that this area of governance is strengthened. Much of this work is moving in a positive direction but it is at too early a stage of implementation to determine its effect. Safeguarding is effective. There is a strong safeguarding culture at your school. Governors understand the importance of safeguarding pupils and are effective in their duties. As a result, the local authority spring term safeguarding audit was overwhelmingly positive. All staff have received thorough safeguarding training that is updated regularly. This includes training about how to protect pupils from radicalisation and extremism. As a result, pupils are safe and any worries or concerns are reported and dealt with promptly. You have completed appropriate risk assessments for the adventurous activities available in your woodland areas. You agree that it is important that staff and pupils are clear about the expectations when accessing the outdoors in your rural location. During the inspection, pupils’ behaviour was good in lessons and at breaktime. Pupils feel safe and they are happy at school. They enjoy coming to school and do so on a regular basis. Consequently, pupils’ attendance is currently higher than the school’s target of 96%. School records demonstrate that incidents of poor behaviour are not common, and this is supported by pupils. Pupils commented on the fact that bullying is rare and that they feel confident that if they have any worries or concerns an adult would sort them out for them swiftly. Your pupils know how to keep themselves safe, including when they are online. Pupils also spoke about how, through opportunities in the curriculum and assemblies, they are taught, at an ageappropriate level, about diversity and relationships. Pupils spoke about the work that you and other staff have done so that pupils can explore democracy in action. For instance, pupils have visited London to see the Houses of Parliament.