The leadership team has maintained the good quality of education in the school since the last inspection. You have successfully created a culture where everyone is valued and supported as a learner. Staff appreciate the investment that leaders make in them by providing high-quality professional development. Staff are willing to try new approaches to teaching. They are keen to share their successes with their colleagues and yet they are unafraid to alter them if they are not successful. Teachers encourage pupils to be resilient and have a go. One pupil summarised the culture of the school by explaining to me, ‘If you make a mistake, you can do it again. It’s OK to get it wrong.’ The governing body has a clear understanding of the strategic role it plays in the leadership of the school. You and the governors have an accurate view of the provision at the school and its performance. Together, you use this information to draw up carefully targeted plans for improvement. My discussions with governors and scrutiny of the minutes of meetings of the governing body showed that several governors are skilled at asking searching questions. Governors are keen to improve these skills further, however, so that their support and challenge for your leadership can be of the highest quality. At the time of the last inspection, inspectors asked you to ensure that pupils make good progress in writing and to make the most of the talents of the most able pupils. Our visits to classrooms showed that teachers are providing challenging work for the most able pupils. They receive additional support to enhance their knowledge and understanding. More pupils in Year 6 achieved the higher standard in mathematics and in spelling, punctuation and grammar than the proportions seen nationally at the end of 2016. Since the last inspection, you have changed the school’s approach to teaching writing. Teachers ensure that pupils are inspired to write with a clear purpose, for example writing thank you letters following a school trip or writing that is linked to the local war memorial project. Since the last inspection, standards in writing have improved. You astutely noticed, however, that although the proportion of pupils in Year 6 achieving the expected standard in writing in 2016 was higher than the national average, no pupil achieved the higher standard. You and other leaders responded to this immediately, making writing a focus once more. In 2014, the new national curriculum brought a sharper focus to pupils’ spelling, punctuation and grammar skills. The leader with responsibility for English responded well to this. She has provided useful training for staff so that they can teach these important skills more effectively. Pupils are achieving well in these skills, with a higher proportion achieving the higher standard at the end of Year 6 than was seen nationally at the end of 2016. As we looked at pupils’ books together, we saw that teachers insist that pupils use their spelling and punctuation skills well during English lessons. Teachers do not reliably insist that pupils use them as accurately, nor present their work as neatly, when they write across other subjects. You strive to provide pupils with experiences that will broaden their knowledge, aspirations and understanding of the world. You invite visitors into school to talk to pupils. For example, a female officer of the Royal Air Force came to talk to pupils about her career. You make sure that pupils learn about a wide range of cultures and religions. You have forged strong links with a multicultural school in Leicester. Pupils enjoy communicating with their peers in the city. They talk very respectfully about people whose lifestyles or beliefs are different to their own. Pupils behave very well in lessons and around school. They are polite to each other and adults alike. They listen courteously to each other’s ideas in class. Strong relationships between staff and pupils support the purposeful atmosphere around the school. Pupils have positive attitudes to learning and, in all the classes I visited, pupils were keen to answer the teacher’s questions and complete the work they had been set. Safeguarding is effective. All the appropriate vetting checks are completed before a member of staff or volunteer starts working at the school. You make sure that all the staff have taken part in the most recent training. They are able to spot potential signs of abuse and know how to report any concerns they have about a child’s welfare. You keep detailed records relating to the safeguarding of pupils. You make sure that safeguarding is the first item on the agenda of every staff meeting so that staff are kept up to date with this important aspect of their work.