The leadership team has maintained the good quality of education in the school since the last inspection. You provide strong leadership across the federation of infant schools and have communicated a clear vision, which is understood and shared by all staff. You are ably supported by the senior teacher who shares your high aspirations for all pupils. Staff are keen to support you in realising your aims and reaching your expectations. Leaders, staff and governors are utterly united in driving improvements. Leaders and governors have a detailed and in-depth understanding of the school’s strengths and areas in need of further improvement. Clear and strategic action plans are in place. This means that everyone understands their part in school improvement. Leaders work well with other schools and external agencies to seek support and to collaborate. They are keen to learn from the successes of others and to share their own good practice. You are well supported by the local authority, representatives of which have a detailed understanding of the school. You have created a culture where everyone matters. Staff feel well supported and valued. For example, they are appreciative of the work to ensure their well-being. They are extremely proud to work at the school, which they describe as ‘a community, a family’. Pupils enjoy coming to school. They are happy and they feel safe. Pupils are cared for extremely well. They recognise that their teachers want them to do well and are keen to meet their expectations. Pupils are confident and welcoming. For example, pupils were keen to talk to me about their learning and their experiences of school and life. A strength of the school is the promotion of pupils’ spiritual, moral, social and cultural development. Much work is undertaken to ensure that pupils experience a wide range of enriching activities. The 18 school values, which incorporate fundamental British values, underpin this work and permeate all that the school does. For example, pupils have taken part in local well dressing activities, using the value of ‘justice’ as part of their design. At the time of the inspection, pupils were learning about Remembrance Day. Much of their work used the motif of the poppy to consider the value of respect. Pupils were in the process of painting poppies onto rocks and they excitedly explained how these were to be presented as part of Remembrance Day commemorations in the town. Parents are extremely positive about their children’s experiences at the school. They feel that their children make good progress and are appreciative of the support and care they receive. Relationships between the school and parents are very positive. Strong communication supports pupils’ progress. Governors have a clear understanding of their roles and responsibilities. There is a wide range of experience and skills among the governing body. These are well used to ensure that all aspects of school governance are effectively managed. Governing body meetings are well attended and focus clearly on school improvement. Link governors meet regularly with leaders and undertake a balance of strategic and practical activities to support further improvements to all aspects of the school’s work. Governors have the skills to hold leaders to account and do so effectively. You have taken effective action to address areas in need of improvement identified at the last inspection. You have introduced a new marking and feedback policy. The ‘tickled pink and green for growth’ approach is understood by all staff and pupils. There is now greater consistency in teachers’ application of the policy. Pupils are given the opportunity to reflect on and improve their work. However, it is not always clear how pupils are expected to do this. You are aware of the need to provide further clarity of expectations to ensure that this strategy specifies purposeful and meaningful activities. The last inspection also identified the need to ensure that the most able pupils are challenged to reach their full potential. There is evidence to show that the most able pupils are challenged by more difficult work, both in terms of activities they are set and in the way that teachers question and encourage them in lessons. This is particularly effective in mathematics. Performance management is robust. Staff are set clear targets in relation to pupils’ progress and whole-school priorities. You carefully review teachers’ performance against these targets and use this to present recommendations to the governing body.