The leadership team has maintained the good quality of education in the school since the last inspection. You and the staff team have improved the quality of teaching in the early years and key stage 1 since the previous inspection. Pupils’ standards at the end of key stage 1 in 2016 are now above the national averages in reading, writing and science. The proportion of pupils who achieved a good level of development at the end of the Reception Year was above the national average in 2016. You have a created a harmonious school community where pupils respect the staff and work well. Pupils enjoy learning and attendance is good. They are caring towards each other and demonstrate compassion to others. For example, each year at the Christmas production, pupils organise a raffle and donate half of the proceeds to the children’s ward at the Pilgrim Hospital in Boston. Pupils are welcoming to new pupils who may speak little or no English. School staff work well with external agencies to support this group of pupils. These pupils make strong progress from their starting points and are achieving well. Parents speak highly of the school. All parents who responded to Ofsted’s online questionnaire, Parent View, felt that their child was safe and happy at the school and that staff respond well to any concerns they raise. Parents who spoke to the inspector commented on how well the school meets the needs of their child. The parents association raises funds each year to support pupils in Years 4, 5 and 6 to take part in residential trips with pupils from other schools, which the pupils particularly enjoy. The overwhelming majority of parents would recommend the school to other parents. You and other staff ensure that the pupils have the opportunity to participate in sport against other pupils from local schools. The pupils take part in many tournaments, for example tag rugby, netball, athletics and football. All pupils in key stage 2 have the opportunity to represent the school. Recently, you invited a Paralympian athlete to inspire pupils to participate in sport and to learn how important it is for pupils to have a healthy diet. At the last inspection, the inspector praised pupils’ achievements and the high levels of care that the staff provide for pupils. These strengths have been maintained. However, the inspector also asked you to ensure that activities challenge all pupils, particularly the most able pupils. You have worked hard to achieve this and the proportion of pupils who achieved highly at the end of key stage 1 in 2016 was higher than other pupils nationally in reading, writing and mathematics. In key stage 2, pupils are developing into good writers. They write for a range of purposes, for example writing about the digestive system in science. You have concentrated well on pupils’ sentence construction and choice of vocabulary. One pupil in Year 6 wrote, ‘A murder of crows hopped around plucking worms from the ground.’ The inspector also asked you to focus on improving problem-solving in mathematics. Pupils regularly encounter word problems in their work. For example, pupils in Years 5 and 6 were asked how many nails can be made from two metres of zinc, if six centimetres of zinc is required to make a nail. Pupils in Year 6 made more progress than other pupils nationally through key stage 2 in mathematics in 2016. Finally, the inspector asked you to provide training opportunities to develop the leadership roles of the staff. The deputy headteacher has received training from the local authority and visited other schools to improve the provision in the early years and key stage 1. This has contributed to improved achievement for pupils. The new literacy leader has also received training for her role and she has astutely scrutinised pupils’ work and recognised the need for pupils to develop further their sentence work. Consequently, staff received suitable training and the quality of pupils’ writing is improving, particularly in key stage 1 and in Years 5 and 6. In mathematics, too few pupils are achieving highly at the end of key stage 2. Pupils calculate accurately and teachers provide the most able pupils with more difficult calculations to stretch their skills. Too often, however, teachers do not ask pupils to explain their mathematical reasoning and this means that they are not gaining the deeper understanding of mathematics that they should. In reading, pupils do not always demonstrate a deep understanding of what they are reading. In particular, teachers do not provide enough opportunities for pupils to use clues in the text to reach a conclusion. This means that pupils are not developing the skills of inference to support their understanding.