The leadership team has maintained the good quality of education in the school since the last inspection. All of the parents spoken to during the inspection, and all but one who left comments on Parent View, were full of praise for your school. Time and again they told me how much their children enjoy school, how approachable you and the staff are and how well the children behave. As one parent wrote, ‘Wessington Primary School is like an extended family where every child is accepted and valued as an individual.’ You deserve much of the credit for ensuring that the school continues to serve its community so effectively. Since the previous inspection, you have balanced successfully the demands of regularly teaching a class as well as those of leading the school. Both governors and parents appreciate your commitment to ensuring that nothing but high-quality teaching is good enough for the pupils. This unwavering ambition has characterised your leadership and ensured that the school continues to improve. Since the previous inspection, you have focused your school improvement activities on accelerating pupils’ progress in key stage 2 and improving standards in phonics, spelling and mathematics. All of the goals you set for improvement in these areas have been met. Pupils throughout the school make at least good progress from their starting points. They leave the school at the end of Year 6 with skills in reading, writing and mathematics above those found nationally. However, your school’s successes are not limited to good academic outcomes. Letters to you following a residential visit by pupils in Years 2 and 3 noted the pupils’ ‘lovely manners’ and how the children ‘looked after each other so caringly’. Similarly, a parent of a child who has special educational needs and/or disabilities described Wessington Primary as, ‘a fantastic school…I can’t imagine a better place for my child to be’. The previous inspection noted that pupils did not achieve as well in writing as they did in reading and mathematics. This is no longer the case. In the 2016 assessments, standards in writing were above average at the end of Year 2 and Year 6. Indeed, all Year 6 pupils achieved at least the expected standard in writing and in the English grammar, punctuation and spelling test. These outcomes show the positive impact of the actions you took to improve the quality of teaching. Teachers now provide clear guidance to pupils on how they can improve their writing and, crucially, pupils respond to this guidance to master skills they find challenging. The previous inspection also judged that pupils sometimes received work that was too easy or too hard for them. You addressed this weakness by providing training and support that helped teachers to plan activities that meet the needs of all ability groups. These plans draw upon the accurate information you gather to check how well pupils are doing and to identify where there are gaps in each pupil’s learning. There remain aspects of provision to be improved. One of these is reading. Teachers and other staff do not hear the weaker readers read frequently enough. This means that some pupils who are not reading with the skills expected for their ages, are not catching up with their peers. The most able readers do not receive sufficient encouragement from teachers to experience a wide range of challenging texts. This limits the likelihood of these pupils becoming avid readers and so developing even higher reading skills. The curriculum provides pupils with a good understanding of many of the characteristics of British life. However, discussions with the pupils showed that they have quite a narrow understanding of what is meant by the term ‘British values’ and concepts such as democracy. Safeguarding is effective. You have ensured that all safeguarding arrangements are fit for purpose. All staff and governors have received the latest guidance on how to keep children safe in education. Staff know precisely what to do if they have any concerns about pupils. Appropriate records are kept of any issues that arise, the actions taken and the impact of these actions.