The leadership team has maintained the good quality of education in the school since the last inspection. You have worked closely with your team and the wider school community in leading the school’s successful transition from a first school to a primary school. You have developed leadership roles in the school and made successful appointments to support the increased curriculum demands in Years 5 and 6. You have embraced this change positively and used this as an opportunity to review the school’s core ethos and purpose, so that additional year groups are seen as an integral part of the school and not simply as a bolt-on. You have worked with the local authority and diocese improvement partners to develop the curriculum and check the accuracy of standards. You have successfully addressed many of the areas for improvement from the previous inspection. Your team has shown considerable success in developing pupils’ awareness of phonics. This has progressed from what was previously an intervention strategy, to a core aspect of your teaching in the early years and key stage 1. Teachers and teaching assistants are highly effective in developing pupils’ reading skills, and the overwhelming majority of pupils achieve the required standard in the phonics screening check over a three-year period. The quality of teaching has also showed continued improvement, with much outstanding practice taking place in the early years provision. Leaders and governors have enhanced the roles of senior and middle leaders. Subject leaders for English and mathematics have an increased role in sharing good practice. Your deputy headteacher supports you in checking the quality of teaching and pupils’ progress. You have recently appointed a full-time early years teacher who is building on the good-quality provision in this area. Middle leaders are introducing new initiatives to enhance the provision they are responsible for and further increase pupils’ progress. New reading programmes are being implemented, while numeracy leaders are reviewing the curriculum to increase opportunities for reasoning and problem solving. At present, some of the strategies to intensify pupils’ progress in English are more developed than those in mathematics. You and your team are responding positively to the increased demands of the national curriculum. In 2017, pupils achieved strong outcomes at the end of key stage 1. The proportions of pupils reaching and exceeding expected standards were well above those seen nationally in the majority of areas. The local authority moderated your outcomes in 2017, and your standards were found to be accurate. You continue to work with local schools and school improvement partners to check the accuracy of standards. You embrace partnerships with other schools and external partners to ensure that the momentum for ongoing improvement is sustained. Governors and local authority partners value your commitment to the school and your continual ambition to raise standards, widen pupils’ experience and maintain high standards of welfare. They have worked with you to balance your own teaching commitments with the time needed to provide strategic oversight as headteacher. Some school systems do require development. You identified that the previous assessment system did not provide you with a sharp enough picture of current progress and you are working with local authority partners to enhance this. Similarly, while there is much effective support for pupils who have special educational needs (SEN) and/or disabilities, some of the systems to monitor the effect of this support are less effectively developed. You continue to encourage your team to be forward looking. Your school development plan has long-term goals as you explore how the curriculum and the experiences you provide will equip pupils with the skills, knowledge and personal attributes which will support them in later life. You and your team have expanded pupils’ horizons through wider links with universities, work places and the wider community to develop pupils’ social skills and their awareness of possible next steps in life. You have worked and continue to work with external partners to raise pupils’ understanding of equality and diversity to prepare them for life in modern Britain. Parents and carers, as well as pupils, appreciate the benefits of the wider curriculum as it develops pupils’ experience of the world and their personal self-confidence. The governing body is committed to the ethos of the school. Governors value the school’s distinctive rural character but at the same time seek to extend pupils’ experiences and outlook. They are regular visitors to the school to check pupils’ progress and welfare. They use the additional views of the local authority and the diocese to provide them with objective insights into the school’s performance. They provide an appropriate balance of support and challenge. The current enhancements to the school assessment system will enable them to monitor the effect of the provision more effectively.