Since your appointment as headteacher in 2014, you and other staff and governors have ensured that the good quality of education in the school has been maintained. Much Wenlock Primary is a school at the heart of its community. The school has very good links with the local fire service, police community support officers and the town mayor. You make good use of your local area contacts to enhance learning for the pupils, for example through history projects. You have the support and respect of the overwhelming majority of parents and carers. They are appreciative of the school and the work that it does with their children. The high regard that your school is held in is reflected in the significant rise in the number of pupils on roll since the last inspection. You and the governors of the school are clear about what the school does well and have taken action to bring about further improvement. You have correctly identified areas that require attention through the use of thorough analysis of assessment and the monitoring of teaching and learning. The use of questioning by teachers is an area that you are aware still needs attention in order to fully consolidate pupils’ understanding. Questioning is not always used effectively to challenge pupils, so they do not have opportunities to explain their understanding or to justify an answer. In the majority of classrooms, particularly in Year 2 and Year 6, learning in mathematics and English is well supported by displays that include learning prompts and celebrations of success. As a result of your focus on improving outcomes, a high proportion of pupils now achieve the expected standards at the end of key stage 1 in reading, writing and mathematics. At the end of key stage 2, outcomes are particularly strong in reading. The recent initiative that you, together with the deputy headteacher, have introduced of having individual writing targets, personalised to the needs of each pupil, is already having an impact in terms of progress in grammar, punctuation and spelling. You are providing individual coaching for all teachers to enhance the quality of teaching in mathematics. The focus that you and other leaders have placed on mastery of the mathematics curriculum is ensuring that teachers’ expectations of all pupils are high. You are aware that this has not always been the case and that some pupils, especially the most able and girls, have not reached their full potential. Leaders’ action plans rightly focus on achieving further improvement in outcomes for all pupils. This is resulting in more pupils achieving the higher standards in writing and mathematics by the end of each key stage. You are well supported by governors, who monitor the progress that pupils make very carefully. Governors are an effective force within school and provide both challenge and support. You are rightly proud of the impact that the school has on pupils’ spiritual, moral, social and cultural development. Pupils enjoy visits to a range of places of worship of different faiths and religions. This helps them develop positive values of respect and tolerance. Pupils understand that they have responsibilities, which include how they look after each other, how they behave and how to make the right choices. Almost all of the classes in the school took part in the project ‘The Honest Woodcutter’, a project about being truthful and the consequences of not being honest. Pupils have good opportunities to take on additional responsibilities, including membership of the school council and becoming house captains. These opportunities also contribute to pupils’ understanding of fundamental British values, such as democracy and the rule of law. Leaders and other staff encourage pupils to model the core values of the school, including empathy and compassion. This is reflected not only in displays around the school but also in the attitude and conduct of the pupils. They are wellmannered, polite and considerate of others. While overall attendance is in line with the national average, you are determined to ensure that no groups of pupils are disadvantaged by lower attendance. The school took over the management of the on-site Nursery in September 2017. You have grasped the opportunity that this offers to develop even better transition between age groups within the early years foundation stage and into key stage 1. The outdoor areas are inviting, well equipped and promote curiosity. You and other staff ensure that you make good use of the outdoor area through forest school education, which is providing opportunities for pupils to develop practical skills. Parental engagement in outdoor learning is high, with many joining in with ‘Welly Wednesdays’.