The leadership team has maintained the good quality of education in the school since the last inspection. Duckmanton Primary is an inclusive and welcoming school. Its increasing popularity reflects its success in helping pupils of all abilities, needs and backgrounds to succeed. All of the parents spoken to during the inspection, or who left comments on Parent View, were full of praise for your school. One comment captured their opinions: ‘Our children are happy and enjoy school… the pupils are always well behaved and well mannered. We don’t regret choosing this school over our other choices.’ You deserve much of the credit for the fact that the school community is so positive about its school. High levels of disadvantage and mobility provide particular challenges for you and your staff. These challenges, however, are never allowed to lower your ambition for the pupils. The expectation is that pupils will reach standards in reading, writing and mathematics that are at least as high as those that other pupils do nationally. To ensure that this ambition is realised, there is an unremitting focus on improving the quality of teaching. Together, your aspiration and actions result in pupils gaining the necessary skills and self-belief to succeed at their secondary schools. Your school’s successes are not limited to good academic outcomes. Pupils speak with insight and pride about what it means to be a ‘rights respecting’ school and British values are promoted effectively throughout the curriculum. Both of these aspects of your provision are celebrated through inspiring displays in classrooms and around the school. You also ensure that pupils encounter a wide range of interesting activities to broaden their horizons. For example, because of the lack of ethnic diversity in the village, you have forged links with a school in Bethnal Green serving an overwhelmingly minority-ethnic community. Similarly, the good range of educational visits, which are a strong feature of the curriculum, includes visits for pupils to places of worship for a range of different faiths. Your school’s partnership with the local cluster of schools has been an important factor in improving the quality of leadership and teaching throughout the school. You value the opportunities the partnership provides for sharing best practice. Governors also value the support they receive from the local authority. This has been particularly welcomed following significant changes in the membership of the governing body. New governors have recently been recruited to broaden the skills and knowledge base of the governing body. Governors take seriously their responsibilities for key aspects of the school’s work, such as safeguarding and the allocation of pupil premium funding. They ensure that they receive the information and training necessary to hold you and other leaders to account for the school’s performance. The previous inspection asked you to ensure that pupils are always clear about the purpose of their lessons. You have addressed this improvement point very effectively. Pupils are now actively involved in discussing with staff and their peers the learning objectives of their lessons. Crucially, pupils have opportunities to reflect at the end of lessons on how well they have met these objectives. Pupils use these opportunities with great maturity. Pupils, regardless of ability, who feel that they have not mastered the specific skills being taught, make this known to staff. They receive additional one-to-one support in afternoon ‘impact’ sessions. This strategy has been key in helping pupils, particularly disadvantaged pupils, make good progress. The previous inspection also asked you to provide more opportunities for pupils to apply their writing skills in a wide range of subjects. Pupils’ work across the curriculum shows that this is now happening. In subjects such as history, geography and design technology, pupils present their work with pride. They take great care with their spellings, grammar and punctuation. The above-average writing standards, attained by Year 2 and Year 6 pupils in the 2016 national assessments, demonstrate the positive impact of these opportunities and attitudes. Sustained success has not diminished your desire for continuing improvement. You recognise that in the past, the most able pupils had not achieved as well as they should. For example, too few have exceeded the standards expected for their ages at the end of Reception Year and Year 6. The progress of the most able pupils has been a focus of your school improvement work this academic year. While there is emerging evidence of better outcomes for this group, it is too early yet to be sure of the full impact of your improvement strategies.