The leadership team has maintained the good quality of education in the school since the last inspection. Attainment in reading, writing and mathematics at the end of key stage 2 has been consistently at or above the national average for the past three years. Your leadership has enabled the school to meet successfully the challenges of the major changes there have been to primary education since 2014. The leaders of English and mathematics have implemented the new national curriculum effectively so that outcomes for your pupils have continued to improve in line with the rise in national standards. You have achieved this by developing an effective team of senior leaders who have the full support of teaching and support staff. Staff feel valued and morale is high. This means that all members of staff are motivated to do their very best for the pupils. Scarning Primary is a popular school and numbers have increased since the previous inspection. You and the governing body are determined to maintain the friendly and calm atmosphere in school as numbers continue to rise and you prepare to move the early years provision into a new building next year. Pupils told me that they enjoy coming to school and their good attendance and behaviour support this. In class, pupils want to do well and show lots of enthusiasm for learning. They work productively together, embrace the challenging activities their teachers plan for them and take pride in presenting their work well. The school environment is orderly and vibrant and celebrates pupils’ work and achievements in colourful displays. The Reception classroom is well organised and provides stimulating activities that enable children to form good relationships quickly, learn to listen and acquire the skills that will help them to make rapid strides towards reaching the good level of development expected for their age. Knowledgeable staff tailor learning to the interests of the children. Since the previous inspection, you have revised the way that mathematics is taught. In 2017, attainment in mathematics at the end of key stage 2 placed the school in the top 10% of schools nationally. The progress that pupils made from key stage 1 was well above average. Teachers plan tasks for pupils that develop their reasoning and problem-solving skills. Work in pupils’ books clearly demonstrates the rapid progress that pupils make over time. In a Year 3 mathematics lesson, pupils embraced the challenge of ‘grapple time’, where they are presented with a series of mathematical problems to reason out with their learning partner. Safeguarding is effective. As safeguarding lead, you ensure that staff are well informed about new safeguarding guidance through regular training and updates. You work closely with families to ensure that your most vulnerable pupils are in school and able to learn. When necessary, you seek the help of outside agencies to support them further. Pupils who spoke to me during the inspection all said that they felt safe in school and that there was at least one adult they would be comfortable talking to if they were worried about anything. Parents and carers who responded to Ofsted’s online questionnaire, Parent View, overwhelmingly agree that their children are well looked after and have no concerns about their safety at school. The curriculum helps to raise awareness in children of how to keep themselves safe in different circumstances. Pupils talked to me about how to keep safe online and how to keep themselves healthy. Your governors actively fulfil their statutory duties to ensure that pupils are safe in school. The school’s safeguarding policies and procedures meet current requirements. Recording systems are fully in place for the recruitment of staff and you and your governing body have ensured that all necessary checks are carried out on new staff. Inspection findings To determine whether the school remained good, I wanted to explore how the school is accelerating the progress of all pupils, but especially boys, in reading and writing. In 2017, the progress that pupils made in reading and writing by the end of key stage 2, although in line with other schools, was not as strong as the progress they made in mathematics. You have already taken action to address this. For example, Year 6 pupils told me how much they enjoy their ‘big reads’ when they spend extended periods reading high-quality texts in order to build their stamina. You are now extending this to Year 5 pupils.