The leadership team has maintained the good quality of education in the school since the last inspection. You and your team continue to demonstrate high levels of commitment to the pupils of Davington Primary School. You are determined that the school continues to improve. Under your clear and purposeful leadership decisions are made which ensure that pupils enjoy a rich and fulfilling educational experience. Staff, parents, carers and pupils are fully behind you and the leadership team, in whom they display trust and confidence. Leaders work swiftly and effectively to address any occasional dips in performance. For example, following a drop in pupils’ progress in reading at key stage 2 in 2017, leaders acted promptly, analysing results and adapting systems. Consequently, standards in this aspect are now rising quickly and strongly. This is a school where pupils thrive and develop as confident, articulate learners. Pupils talk excitedly about the range of activities on offer, the support their teachers give them and the kindness of their fellow pupils. High-quality art work adorns the walls and great care is taken to create a stimulating learning environment. Pupils appreciate this and are proud of their school. They relish the many opportunities for after-school activities; one pupil excitedly told me how he goes to a different club every day. Pupils radiate confidence in their learning and in the adults who care for them. Parents too have very positive views. Most parents who spoke to me or completed Ofsted’s online questionnaire, Parent View, felt their children were happy, safe and well cared for, with 97% happy to recommend the school. You have helped forge a strong community spirit, and families appreciate the warmth and opportunities provided by this large school with a family feel. One parent commented: ‘A lovely school with a close-knit feel despite its size.’ Everyone upholds your high expectations for pupils’ behaviour. Pupils blossom in the atmosphere of mutual respect that permeates every level of school life. Pupils are well mannered, thoughtful and happily engaged in learning and playing together. Great care is taken to support pupils in their next steps, from home visits in the early years to transition meetings, and ensuring that every pupil has their pen licence and can write in ink by Year 5. One parent encapsulated the views of many when describing the school as ‘a great school with many opportunities available for all children… I recommend it to everyone who asks!’ You have maintained the strengths identified at the last inspection. Pupils’ attainment in reading, writing and mathematics at the end of key stage 1 and key stage 2 is in line with or above that seen nationally. Most pupils achieve the standards expected for their age. Achievement is highest in writing so that in 2017 more pupils exceeded age-related expectations in key stage 2 than was seen nationally. This strength was seen in the written work of current pupils during the inspection. Pupils throughout the school take great care with their writing, their handwriting in particular. You are not complacent, however. You aspire to even higher standards so that more pupils attain the higher standards across the curriculum than in the past, especially disadvantaged pupils. You have addressed the areas for improvement identified at the previous inspection. Pupils’ mathematics books show regular opportunities to solve problems and develop their mathematical reasoning. Pupils are often able to explain very clearly why an answer cannot be correct, or why they have selected a particular answer. They use a range of equipment and methods underpinned by sound computational skills to demonstrate the mathematical processes they have gone through to arrive at an answer. As a result, progress in mathematics across the school has improved. Safeguarding is effective. Child welfare is at the heart of the school. The well-being team is proactive in creating bespoke programmes to support pupils in developing the habits and attitudes which help them to keep themselves and others safe. Good relationships, built on trust and mutual respect help ensure that needs are known and families get the support that they need from time to time. This supports good attendance and punctuality. All the parents and staff who spoke to me or completed the Ofsted questionnaires felt that pupils were safe at school. Pupils who completed the questionnaire or spoke to me felt safe, listened to and cared for, telling me ‘People are kind, people are there to help.’ The school’s safeguarding policy adheres to the latest government guidance. All appropriate checks are completed concerning the appointment of staff. Staff receive regular training and are aware of what to do if they have worries about a pupil. Concerns are reported, recorded and acted on in a timely fashion. Leaders are tenacious in following up on any referrals to outside agencies.