The leadership team has maintained the good quality of education in the school since the previous inspection. You balance your high expectations with care and concern for pupils, staff and parents. One parent told me that she wanted ‘to give a big shout out for the school because the staff are so committed and the headteacher is amazing’ and other parents agreed with this view during the inspection. Staff who responded to Ofsted’s online questionnaire were very positive about your leadership. They said that they are proud to be a member of staff and that they enjoy working at the school. They feel that leaders are supportive of them. Your deputy headteacher shares your high expectations of what pupils and staff can do. This means she has continued the drive for ongoing improvement while you have been supporting another school. Your self-evaluation is accurate. It indicates that Wigmore Primary School is a good school and my inspection findings confirm this view. You have worked hard with your governors to maintain the strengths identified at the previous inspection, such as making rigorous checks on teaching and encouraging pupils to show good behaviour and positive attitudes to learning. At the time of the previous inspection, you were asked to make sure that teachers give pupils enough opportunities to write in subjects other than English. Displays around the school show clearly that teachers do this well. Pupils’ topic books include, for example, writing instructions in design technology about how to make a plait and descriptions in geography of local towns and villages using previous learning in history. You were asked to make sure that teachers planned activities which challenge the most able pupils. In lessons, pupils are routinely given high levels of challenge in some classrooms but you acknowledged that this is not yet consistent across the school. I looked at staff training records and there was not enough training specifically for meeting the needs of the most able pupils. Parents I spoke with during the inspection were very positive about your leadership. The responses that parents made to Ofsted’s online questionnaire were also very positive. They say you deal well with bullying. One parent wrote, ‘The progress we see from our daughter in her… emotional education every term is fantastic.’ They said that staff are approachable and this means that they feel able to raise any concerns that they have. You have recently worked with staff on how pupils develop their skills during their time at Wigmore Primary School. This work is successfully supporting ongoing improvement. We saw examples of this in pupils’ books. In Year 1, pupils recalled factual information about Queen Victoria from a given text. In Year 5, pupils wrote a newspaper report using the example of an account they had read. Leaders have also worked on a programme of enrichment activities which focuses on life skills. For example, in Years 1 and 2 sewing supports pupils to develop their resilience and organisational skills. In Years 3 and 4, working outside in the woodland area helps pupils with teamwork, social skills and problem-solving. In Years 5 and 6, the ‘school of rock’ helps them learn how to resolve conflict. You told me that pupils’ personal development, behaviour and welfare remain a strength of the school. Inspection evidence confirms this view. Pupils display the school’s values of tolerance, respect and cooperation while on the playground and around the school. They play together well. They know the playground rules and why they are important. They all said they have an adult to talk to if they are worried or concerned. Pupils are keen to learn and they participate well in lessons. They present their work neatly and this shows they take pride in their work. Along with their parents, they say that the school’s work on mental health and well-being makes them feel safe. Activities in sports, such as competitions, support this work. Responses to Ofsted’s online pupil survey were largely positive. Most pupils said they would recommend the school to a friend. They feel that they learn a lot. Governors strike a happy balance of challenge and support. They share your high expectations for what pupils can achieve. Governors know the school well. They make regular visits, which celebrate successes. They challenge through their robust questioning, for example about the 2017 outcomes from national assessments at the end of key stages 1 and 2. Governors take their roles seriously and make sure statutory requirements are fulfilled. They ensure pupils’ safety because they monitor the school’s safeguarding processes effectively and they are involved in all appointments of new staff. Governors play an active part in evaluating the school’s effectiveness. They work closely with you and your leaders to decide on priorities for improvement for the following year.