The leadership team has maintained the good quality of education in the school since the last inspection. You have successfully shared your vision that pupils at St George’s can ‘reach for the stars’. Staff at all levels appreciate the lengths you go to in order to take their views into account and to make sure that they are well informed about the priorities for the school. As a result, they are fully committed to their part in making sure that the pupils do well at the school. You, and your staff, plan learning and activities for the pupils that will enhance their life experiences and broaden their horizons. Topic work typically starts with ‘Inspiration’. For example, a visit to the Yorkshire Wildlife Park inspired pupils to learn about animals and nature. Parents who responded to the online survey, Parent View, and those who spoke with me all agreed that their children are safe, happy and well cared for at the school. Parents appreciate the information they receive about the progress their children are making. You place a very high priority on building relationships with the families and the community that your school serves. One parent described St George’s Primary School as ‘a great support network’. At the time of the last inspection, inspectors asked you to raise attainment in English to be in line with national averages, to improve pupils’ rates of attendance and to strengthen pupils’ cultural awareness. You have successfully addressed each of these issues. In 2016, the proportion of pupils attaining the expected standard by the end of Year 6 in writing was close to the national average. The proportion of pupils achieving the expected standard for reading, mathematics and spelling, punctuation and grammar was higher than seen nationally. The progress that pupils made in writing across key stage 2 was broadly in line with the national average, but well above the national average for both reading and mathematics. You and your leaders are aware that the progress pupils make in writing is not quite as strong as the progress they make in reading and mathematics. You have already begun to address this. Work in pupils’ books showed that pupils across key stage 2 have made strong progress in their writing so far this year, developing their skills in sentence structure, grammar and vocabulary well. One pupil had begun a story by writing ‘Many moons ago, before the stars got their sparkle...’. You and your deputy headteacher have successfully implemented strategies to improve the rates of pupils’ attendance. As a result, overall attendance has increased year by year since the previous inspection. Rewards for high levels of attendance, such as during ‘red box assembly’, are popular with the pupils. The school’s family support worker and an education welfare officer support families whose children’s attendance is stubbornly low. Recently, you, your chair of governors and your family support worker have begun to hold meetings with parents if their child’s attendance is a particular concern. There is some early evidence that this is improving the attendance of those few remaining pupils who are persistently absent. The promotion of cultural awareness has a very high profile at St George’s. Corridor walls display information and pupils’ work about Great Britain, China and New Zealand, for example. Teachers plan regular opportunities for pupils to learn about different countries, cultures and religions. Pupils told me that they enjoy these special days. They understand the importance of learning about cultures and lifestyles that are different to their own. The school is a calm and purposeful place in which to learn. During my visit to lessons with you, pupils across the school showed positive attitudes to learning. They were keen to answer the questions that the teachers were asking. Pupils in key stage 2 showed great resilience when tackling mathematical reasoning problems, cooperating with their peers and listening to each other’s ideas with interest. Pupils take pride in their work. This is reflected in their neatly presented books. Pupils explained to me that they understand why it is important to work hard at school and could relate their learning well to getting a job when they are older. Children start school with skills that are typically below, and sometimes significantly below, those expected of children their age. In September 2016, you opened your doors to nursery-aged children for the first time. You are rightly proud of this new addition to the school. Ensuring that children have a high-quality start to school life in order that more children achieve a good level of development by the end of the early years is currently a top priority for you and your leaders. There are early indications that children are making strong progress from their starting points this year.