The leadership team has maintained the good quality of education in the school since the last inspection. You have shared your vision for a school that provides pupils with a rich educational experience and instils an enthusiasm for learning. Leaders have planned an engaging curriculum which centres on a wide range of opportunities for pupils, such as learning to play an instrument, singing in the choir, cultural trips and visits, and a broad choice of extra-curricular clubs. Outdoor experiences in the early years open children’s eyes to the world around them. You and your staff show enthusiasm and aspiration in following the school’s motto, ‘creating brilliant citizens’. Leaders place a strong emphasis on training for staff. Through a range of training opportunities, teachers have developed their skills and this has raised standards in areas including reading and mathematics. Staff have benefited from working with other professionals. Within school, teachers work closely together to share their expertise. Staff value the support that leaders give them to improve their teaching, for example developing their expertise in teaching writing. Governors share leaders’ aspirations to raise standards still further. Regular training has enhanced governors’ skills and knowledge. Governors provide a wide range of challenge and know the school’s strengths and weaknesses. They keep a regular check on the impact of leaders’ actions, including improving outcomes for disadvantaged pupils. However, the school’s improvement plan lacks sharpness. This limits governors’ ability to keep a close and accurate check on leaders’ progress in school improvements, such as raising outcomes in writing at key stage 2. Pupils are very proud of their school and enjoy their learning. In class, pupils are enthusiastic and follow teachers’ instructions quickly. The pupils spoken with during the inspection described how they value the engaging curriculum, including an exciting residential trip in Year 6. There are a range of leadership roles for pupils, including the active school council, playground buddies and sports leaders. Through these roles pupils develop as confident, considerate and thoughtful citizens. The vast majority of parents and carers share pupils’ very positive view of the school. Parents state that their children enjoy school, and most would recommend it to others. As one parent said, ‘You feel the genuine love and pride for the school from pupils, parents, teachers and staff.’ A typical comment on Parent View, Ofsted’s online questionnaire for parents, praised the care and support staff offer for pupils’ personal development and welfare. As one parent stated, ‘The pastoral care is exemplary, and children are taught and encouraged to be kind and look after each other.’ At the previous inspection, you were asked by inspectors to improve pupils’ achievement in reading. Since then, leadership and standards in reading have improved across the school. This is because you have taken effective steps to identify weaknesses in the teaching of reading and to provide focused training to improve teachers’ skills. Regular workshops for parents ensure that they know how to support their children when reading with them at home. Trained parent helpers come into school to support pupils’ reading, including disadvantaged pupils. Pupils’ outcomes in reading have risen and are now in line with the national average by the end of Year 6. Across the school, you have raised pupils’ enjoyment and understanding when reading. A well-stocked school library is visited weekly by pupils. In classrooms, attractive reading areas contain a range of inviting and varied books for pupils to enjoy. Pupils described how much they like reading and they read for pleasure. A vibrant reading culture has been established across the school. Leaders were also asked to improve the achievement of disadvantaged pupils. During the inspection, it was very evident that this has a high priority across the school. You plan additional provision to help this group of pupils and make regular and precise checks to ensure that this support is having the desired impact. As a result of leaders’ actions, the achievements of disadvantaged pupils have risen. Disadvantaged pupils’ attainment by the end of Year 6 in reading, writing and mathematics at the expected level is in line with national averages. You are aspirational to improve the progress that disadvantaged pupils make in writing still further, as this is below their progress in mathematics and reading.