You and the leadership team, together with governors, have maintained the good quality of education in the school since the last inspection. Your leadership of the school is respected and valued by staff and parents and carers. You have an indepth understanding of the school’s strengths and areas of weakness. Your evaluation of the school is comprehensive and accurate. Consequently, you have identified the priorities in areas requiring further improvement and your planning is well considered. Governors are kept well informed about school developments and the extent of both challenge and support has strengthened. Governors are supportive of the headteacher and make regular visits to the school in support of its further improvement. The external support provided by the local authority and the prospective Rutland Learning Trust has been instrumental in supporting leaders’ drive for improvement. This support has sharpened processes to ensure consistency, clearer accountability and improved subject leadership. The culture of the school is positive and welcoming, staff morale is high, and the pupils are polite and courteous. Pupils are proud to be at the school and describe it as a friendly and fair school. The previous inspection report called for leaders to check more regularly that pupils are fully engaged in their work and that pupils expanded their use of vocabulary in written work. In response to this, you have focused on improving the quality of teaching and learning to good effect. An important aspect to this has been your review and development of the curriculum. Pupils demonstrate positive attitudes towards their learning because they are enthused and inspired by the topics they explore. In one lesson, for example, pupils listened intently about the experiences of evacuees during the Second World War. They were willing to share their thoughts and ideas following the effective questioning by their teacher. The school’s revised curriculum is supporting pupils’ key skills in reading, writing and mathematics. An example of this is provided in newspaper reports written in Year 6 about the fate of the Titanic. Topic work about the different passengers and survivor statistics helped to inform the level of detail pupils used in their extended writing. Furthermore, the implementation of the ‘reading challenge’ and vocabulary word-wall displays have helped to develop pupils’ use of vocabulary. This was evident in samples of pupils’ written work across all year groups. Pupils now have many opportunities to write at length. Pupils’ overall progress by the end of key stage 2 is average and has been so for the last three years across all subjects. Disadvantaged pupils have made stronger progress over the past two years, particularly in writing. The progress of these pupils was better than that of their peers. The funding for pupils in receipt of the pupil premium is well spent on meeting the needs of disadvantaged pupils, for example in ensuring that they receive close support during whole-class and smallgroup learning activities. Despite improving attainment in 2018, however, fewer pupils achieved at the higher level in writing and mathematics. You have identified this as a priority for improvement and have taken appropriate action to address this issue. Evidence from pupils’ workbooks shows that progress in these subjects is strengthening. The attainment of pupils at key stage 1 has strengthened overall since 2017, particularly in mathematics. The achievement of children in early years has been consistently strong. Leaders use the primary school physical education (PE) and sport funding effectively. They have ensured that increasing numbers of pupils participate in sports-related activities, and this has been recognised by the school’s accreditation of the School Games Award at gold level. Pupils are proud to be part of the school. They are appreciative of the opportunities for learning in extra-curricular activities. These include football, archery, cookery and the ‘rock steady’ music club. A very high proportion of parents who responded to Ofsted’s online survey would recommend the school. Safeguarding is effective. You lead safeguarding well in the school. The safeguarding policy contains the latest government guidance, which the school follows. You have ensured that regular training is provided to keep staff updated on procedures and potential safeguarding risks. All staff understand what to do if they have a concern about a pupil’s well-being. Appropriate checks are made on all staff and volunteers to ensure that they are suitable to work with children. The designated lead has implemented effective processes in following up safeguarding concerns. Leaders have embedded a culture of vigilance at the school.