The leadership team has maintained the good quality of education in the school since the last inspection. You have developed a strong team of middle leaders and this joint effective leadership has enabled the school to successfully meet the challenges of the major changes there have been to primary education since 2014. The leaders of English and mathematics have effectively implemented the new national curriculum so that outcomes for your pupils have continued to improve in line with the rise in national standards. In 2017 by the end of key stage 2, a higher proportion of your pupils reached the expected standard in reading, writing and mathematics than in other schools nationally. The school is very much at the heart of the community. On the day of my visit, local volunteers took the school assembly, dramatising stories from the Bible with plenty of participation from the pupils. You encourage parents to come into school and get involved with their children’s learning. For example, in order to promote children reading more at home, you invite parents to attend reading cafes. At these events, parents not only get the chance to work with their children in school but also to develop skills that will enable them to support their children’s reading at home. Governors know the school well because of the regular detailed reports they expect from you but also because they visit the school regularly. The pupil premium governor, for example, knows all of the children who are entitled to this extra funding because he meets with them fortnightly to discuss how they are doing. You, the governing body and other leaders accurately identify areas that still need improvement and have a robust development plan in place to address them. For example, last year you successfully increased the proportion of boys who reached greater depth in mathematics by the end of key stage 2. This year’s focus resulted from close analysis of the 2017 key stage 2 mathematics results. This showed that pupils were not identifying opportunities where they could use mental calculation to save them time and so some were not completing their test papers. Your response to this has been to ensure that extra time is available every day for all pupils to develop their abilities in calculation, especially mental calculation. Although the full impact of this will not be known until the summer, it was clear in lessons that pupils’ confidence in calculation is growing. Another area you have identified in your development plan is the need to improve the learning behaviours of pupils. Pupils behave well in class but you are seeking to make them more active and determined learners. To do this you are encouraging them to develop their curiosity and listening skills as well as building resilience so that they persevere when learning becomes challenging. Pupils already work well together and, in most classrooms, support each other’s learning through sharing ideas before writing or giving each other thoughtful feedback. Since the previous inspection, you have also ensured that pupils, especially in key stage 2, can talk with confidence about what they need to do to improve their work. All pupils, when asked, could point out comments from teachers in their books which gave them the next steps they needed to move their work on. Year 6 pupils also showed me the bookmarks that they use all the time, which remind them of their individual targets in writing and mathematics. This helps to ensure that they practise these skills at every opportunity. During the inspection, I visited every classroom with you, where I observed the positive relationships between staff and pupils. Pupils want to learn and told me that they enjoy coming to school. Parents who responded to the online survey, Parent View, and those who spoke to me directly in the playground, wholeheartedly agreed that their children are happy and well cared for at school. Your high attendance figures also support the fact that pupils find their school a caring and interesting place to be. Teachers have access to useful information on how to meet the individual needs of pupils who have special educational needs (SEN) and/or disabilities. They use this to inform their planning, adapt their teaching and to direct teaching assistants in the classroom. Because of this effective support, pupils with SEN and/or disabilities make good progress from their varied starting points. The nursery provision at Rollesby was last inspected in January 2015, when it was judged to provide outstanding early education. The framework for inspection has since changed and the nursery is now included within the primary school provision. Children enter nursery from the age of two with varied levels of development. Experienced staff swiftly and accurately assess each child and identify their individual needs. They use this information to provide opportunities for learning that meet their needs and move their learning forward. This means that children make strong progress from their starting points.