The leadership team has maintained the good quality of education in the school since the last inspection. You know the school very well and are determined to move things forward. Your working partnership with the newly appointed deputy headteacher is positive. The capacity for school leaders to improve the school further is clear to see. Governance is a developing strength, following a period when the governing body made too little impact. New governors know the school increasingly well. Many have expertise and experience, in finance or school leadership for instance, which enables them to have greater impact on ensuring that the school is run efficiently. Classrooms are busy places. It is clear that pupils enjoy coming to school. Their attitudes to learning are strong. They told me that learning is fun because their teachers are ‘great’. They were particularly positive about the extra-curricular opportunities they experience, including sport and arts-based clubs. Music has a high profile in the school. Pupils were enthusiastic when telling me about their experiences of performing in public through the national Young Voices initiative. Our visits to Reception Year showed that children enjoy learning when there is a clear purpose. For example, on the day of the inspection, they were learning about Christmas. Staff promoted the correct use of language as children shared ideas about repairing Santa’s sleigh. Other children concentrated on writing Christmas lists, using their emerging phonics skills to form strings of letters into words. Eventually, we were enthusiastically informed that the preferred tool to fix the sleigh would be a prop from the nativity play, a highly appropriate ‘magical’ golden sword. Visits to other year groups gave me good insight into the different aspects you are trying to improve. It is clear that levels of challenge are still not consistently high enough in some year groups. This means that most-able pupils, including those from disadvantaged backgrounds, are not making as much progress as they might. However, it was pleasing to witness some of the other strengths in the school’s provision, especially the good relationships between teachers and pupils, resulting in pupils having very good attitudes to learning. During my formal discussion with a representative group of pupils, their great sense of pride in the school became very evident. One boy told me that he felt the school was ‘unique’, elaborating fully on why he felt this was the case, including that he felt very strongly that staff were ‘imaginative’ in their approach to teaching. Throughout the day, you were able to share some of your long-term aspirations for the school, including future changes to the way the curriculum is delivered. We agreed that care should be taken to ensure that breadth and balance are maintained, and that the key priority of improving standards in reading by offering better planned and more challenging experiences should not be compromised. At the time of the last inspection, inspectors highlighted the many strengths of the school, including the good progress pupils make from starting points that are often below or well below those seen nationally. They also identified the need for continued improvement in the quality of teaching, and for the standard of boys’ writing to be better. Leaders dealt with these matters successfully. Effective teaching is ensuring that most pupils are making good or better progress in most subjects across the school. Provisional test and assessment results for the end of key stage 2 in 2016 show that boys made at least good progress in writing. This was also the case in key stage 1, where boys attained in line with national averages, indicating good progress from low starting points. Since the last inspection, school leaders have continued the important process of self-evaluation in order to identify the key priorities to improve the school. You were able to explain clearly the school’s many strengths, as well as the areas that need to be developed. These include ensuring that levels of challenge provided for mostable pupils are consistently high in all classes, and that pupils make better progress in reading. We also discussed my concerns that while leaders’ self-evaluation appears sound, improvement planning could be sharper so it is clearer what will be done and how the impact on learning will be checked.