The school, which has nearly 500 pupils, was rated good across the board in the report, which has just been published. Inspectors said leaders understood the strengths of the school and priorities for development, working with staff to drive improvements with determination. Teaching was described as good and teachers subject knowledge was secure, leading to planned work which was challenging. Head teacher, Elaine Lynch said: This report celebrates the many strengths of the school and the significant improvements that have been made over the last four years. It has been a great team effort by the staff, governors, and of course the children themselves, to achieve such a great Ofsted result and my heartfelt thanks go out to everyone. We are now in a great position to take the school forward in the next exciting stage of its development. Jonathan Lewis, service director for education at Cambridgeshire County Council, said: This Ofsted judgement reflects the high quality of teaching at Huntingdon Primary School. I visited the school recently and was impressed by how the pupils reflected the schools values of pride, courage, resilience, respect and teamwork by showing kindness, consideration and respect to one another and to the adults within the school. Ofsted inspectors said more children reached, or exceeded, standards expected for their age because the curriculum was organised well and that provision in the early years was good, with children making good progress and were well prepared for key stage 1. Disadvantaged pupils were said to make good progress because arrangements to support them were effective and behaviour was good. The report said pupils followed the schools values and attendance had improved because of the measures taken to reduce persistent absences. Governors were described as carrying out their roles effectively. But the inspectors said some teaching in mathematics was not precise enough to help all students understand how rules and methods worked, with the result that some pupils with lower prior attainment were less confident when applying their mathematical skills. They said some written work, other than in English, was not well-matched to the abilities of all pupils and that although the analysis of pupil progress was accurate, not all leaders used the information to focus sufficiently on some pupil groups.