We are really pleased to present our most recent OFSTED report.The complete report can be found at www.ofsted.gov.uk

This is a good school. Pupils make good progress and standards are generally above average. Pupils' personal development and well-being and the care, guidance and support they receive are outstanding. The headteacher leads the school very well and there is a collective determination to ensure continuous improvement in all that the school does. It plays a vital role in the local community, acting with the church as the heart of village life.

Good achievement is evident from the time children start school in the Early Years Foundation Stage. Although their skills and experiences on entry are above those expected for their age, children make good progress and most exceed the expected goals for learning by the end of Reception. Their progress gets even better in Years 1 and 2. Some outstanding teaching enables pupils to reach very high standards by the end of Year 2, especially in reading, writing and mathematics. Standards by the end of Year 6 vary from year to year, mainly because some pupils, who are often more able, transfer to private education between Years 3 and 6. As numbers of pupils in each year group are small, this has a marked effect on the national test results. Even so, these results are usually above the national average. The small number of pupils in the current Year 6, several of whom have learning difficulties, are on track to reach average standards overall. This still represents good achievement, as pupils make consistently good progress throughout Years 3 to 6. Some of the pupils' most impressive work is in writing. In Years 2 and 4, this is of exceptional quality and reflects the school's continuing attention to improving the quality of writing across the curriculum. Thorough analysis of test results and other information on pupils' progress produce a prompt reaction to situations where progress could be even better. The emphasis placed in recent years on improving boys' writing has had marked impact on their enjoyment and standards. Having found weaknesses in boys' writing in Reception, measures were introduced to improve their skills and these are showing immediate success.

Pupils' good progress is due in particular to effective teaching. A significant number of questionnaires returned by parents commented on the high quality of teaching. Many aspects of teaching are having a positive impact on the quality of learning. Teachers use a range of strategies to extend pupils' learning, such as a series of targets for pupils to work towards in reading, writing and mathematics. Pupils know their targets well and they are encouraged to assess their own progress towards achieving their targets. By the time they reach Year 3, pupils are skilled at assessing the strengths and weaknesses in their own work and that of their classmates. They are encouraged to consider how well their work shows the specific objectives that teachers have set for the lesson. They write constructive comments in one another's books and are thoughtful when they talk to partners about each other's work. Pupils' enthusiasm for showing work they are proud of makes them great ambassadors for the school, and is one of many indicators of their tremendous enjoyment of school and their love of learning.

Teachers plan work that is carefully matched to the needs of pupils of different abilities and pupils thrive on the challenge. Pupils with specific learning difficulties and/or disabilities receive effective additional support and the intervention programmes introduced to meet specific needs are highly successful.

The school provides a rich, varied curriculum that has recently been re-planned with an emphasis on combining subjects into topics. The school council speaks for many other pupils when saying that this topic approach is making learning more interesting. At the same time, a strong emphasis remains on ensuring that all pupils acquire basic skills and many opportunities are planned for literacy, numeracy and information and communication technology (ICT) skills to be used in each topic. The often high levels of these skills, alongside pupils' social maturity and experience of enterprise-related activities, mean that pupils are prepared extremely well for the next stage in their education and for their future lives. For a school of this size, the range of activities provided outside the school day is good. These are greatly enjoyed and high numbers of pupils participate in them. Despite recent improvements to the building, accommodation still has some limitations that affect provision. There is no permanent, designated outdoor area for the Early Years Foundation Stage and access to the playground area used for children's outdoor learning is awkward. This restricts a free flow between indoors and outdoors for children and staff. The use of the outdoors to extend opportunities in all areas of learning is satisfactory and this is only made possible by constant movement of equipment by the staff.

The excellent provision for personal, social, health and citizenship education results in pupils' outstanding personal development and well-being. This provision, alongside learning opportunities in science and physical education, has developed pupils' excellent appreciation of healthy lifestyles. They have a mature understanding of how to keep safe in school and at home. Pupils look out for and care for each other, they behave well and all work hard to meet the school's high expectations. Pupils have many opportunities to contribute to the school community and carry out their responsibilities very effectively. They also have a strong sense of civic responsibility. Projects such as traffic surveys, clearing litter from a beach and considering the implications of expansion of a local airport have involved consultation with planners and councillors and prompted well argued points of view in correspondence with a local council. Pupils appreciate that they are seen as an important part of the local community, working in partnership with local organisations, raising funds for local and national charities and taking part in local events such as music and dance festivals. Excellent links with other schools widen pupils' horizons. This reflects the school's strong commitment to developing community cohesion, although it rightly recognises that its links with international communities are not as well developed.

Leadership and management are good overall. The headteacher's clear vision and purposeful leadership have developed a collective responsibility for school improvement amongst all staff. The school knows itself well and its self-evaluation judgements are accurate assessments of what works well and what can be improved. The school leadership team carries out rigorous monitoring and evaluation of the school's performance, identifying areas for development and taking action to improve pupils' achievement. Senior management also benefits from the significant expertise and experience present in the governing body, which ensures that the school sets itself challenging targets. The school has good capacity for further improvement, having shown how successfully it has moved forward since its last inspection.

Children settle quickly into school life as a result of the good liaison with pre-school providers and parents and carers. Staff are committed to ensuring that the children's welfare is their uppermost concern. Close collaboration between the two part-time teachers ensures continuity and progression in the children's learning. Their progress is checked constantly in all areas of learning. The regular recording and evaluation of the children's achievements are used well to plan what they need to experience next. There is a strong focus on children's language development and opportunities for speaking, reading and writing are exploited in many aspects of the children's learning activities. Attainment on entry has been rising in recent years and is above the expected levels. All children achieve well and by the end of the year most exceed the expected goals for learning so that standards when they enter Year 1 are well above average.

Leadership and management of the Early Years Foundation Stage are satisfactory. Staff have not had sufficient opportunity to learn from relevant, effective practice in other schools in order to overcome the accommodation's constraining effect on the provision of a free flow between indoor and outdoor learning. Whilst the classroom is a stimulating environment promoting a high quality of learning, outdoor resources and facilities are limited and most have to be temporary. This means that the use of the outdoor area to extend children's development in all areas of learning is only satisfactory.