Leaders and managers, including governors, have a clear understanding of the school’s strengths and areas for development. You have used this well to take informed action to improve the school and maintain the good standard of education that you provide. Leaders have ensured that the areas for improvement identified at the time of the last inspection have been addressed. Staff work well together within an ambitious culture. There is strong teaching in every year group and most pupils make good progress in a range of subjects across the school. The most able pupils are consistently challenged to make strong progress across the curriculum. Additionally, staff ensure that pupils make appropriate choices about the difficulty of task that they select when they are given this option. As a result, middle-ability pupils, and particularly the most able pupils, attain high standards. However, the progress made by low-prior-attaining pupils does not match that of others in the school. Teachers give feedback in line with the school’s assessment policy and marking in mathematics and English is equally effective. Consequently, pupils are always clear about what they need to do to improve their work. Subject leadership is effective and literacy and numeracy development is embedded across the curriculum. The promotion of spiritual, moral and social development is strong and fundamental British values are promoted well within the Christian ethos of the school. Pupils learn about all the major religions and they have visited many different places of worship. Pupils are tolerant, respectful and honest. They have a clear understanding of democracy and right and wrong. Learning in the classroom is enriched by a range of other opportunities. These include trips and visits, sport and exercise, outdoor activities, including forest schools, choir and sessions led by visitors. Pupils are proud of their school and keen to take on responsibilities. Some lead worship and others lead play activities. There is an active school council and older pupils are happy to help younger ones. This happens as a matter of course but opportunities such as Year 5 boys reading with Year 2 boys help develop a sense of responsibility while addressing one of the school’s priorities. Leaders have correctly identified improving outcomes in phonics and reading, particularly for boys, as a key area for development. The library has been improved, a reading for pleasure team has been established and effective interventions are in place to help those who need to catch-up. The Shakespeare intervention programme is having a marked impact on improving the reading of disadvantaged boys. Leaders have also correctly identified improving outcomes for disadvantaged pupils as a key priority. The difference between the attainment of disadvantaged pupils and other pupils narrowed last year but a gap remains. Consequently, staff have been given further training to improve their practice and they are taking action to fully engage with parents. Additional interventions are in place and disadvantaged pupils benefit from targeted enrichment activities. As a result, the most able disadvantaged pupils continue to make strong progress and the progress of other groups continues to improve. Overall, pupils made similar progress to the national average in reading and mathematics and strong progress in writing in 2016 and 2017. However, as the progress made by boys in writing did not match that of girls; leaders are taking further action to improve the standard of boys’ writing. Pupils behave well. They are polite and considerate and they value the rewards that they are given in school. Inappropriate behaviour is rare and sanctions are needed infrequently. There have been no permanent exclusions since the last inspections and very few fixed-term exclusions. Most pupils have excellent attendance but the proportions of disadvantaged pupils and those who have special educational needs (SEN) and/or disabilities who are absent are higher than those of other pupils. Additionally, the way that leaders analyse behaviour and attendance is not fully developed.