The leadership team has maintained the good quality of education in the school since the last inspection. As the new headteacher of Inskip St Peter’s, you have made a big impact and ensured that the school continues to go from strength to strength. You have created an environment that fosters the care and nurture of the whole school community, driven successfully by your Christian values. You, staff, parents and pupils are rightly proud of the ‘hub of the community feel’ that is such a strong feature at Inskip St Peter’s. You are ably assisted by your enthusiastic and experienced staff team. Together you ensure that you put pupils at the heart of all that you do. As a result, they flourish, both academically and in their personal development. The overwhelming majority of parents who spoke to me, or responded to Parent View, Ofsted’s online questionnaire, are extremely positive about the school and would recommend it to others without hesitation. Many parents said that their children ‘love school because it is interesting and fun’ and that staff are ‘warm and friendly’. Parents also felt that communication between school and parents was a real strength. All staff who responded to Ofsted’s online questionnaire are proud to be part of Inskip St Peter’s and hold you in high regard. Staff share your vision and aspirations and there is a strong sense of the staff team working to achieve the very best for pupils. I appreciate that the results of tests and assessments at the end of key stages need to be looked at with caution because the number of pupils in each cohort group is small. At the end of key stages 1 and 2, the vast majority of pupils reach the expected standard in reading, writing and mathematics. However, you are mindful that the proportion of pupils achieving greater depth and higher standards needs to improve further. The actions you have already put in place are beginning to lead to improvements, particularly in writing, and are starting to be evident in the work in pupils’ books. Current assessment information suggests that the school is on course to have a number of pupils reaching these higher levels by the end of this academic year. However, I agree with you that there is still more work to be done, particularly in mathematics and reading. At the previous inspection, inspectors identified a need to continue to raise the quality of teaching. They wanted you to make sure that there is a brisk pace in lessons and that teachers plan appropriately challenging work for pupils. You were also asked to offer pupils time to give feedback on comments made about their work. You were asked to increase the opportunities offered to pupils to use and apply their reading, writing and mathematical skills across the curriculum, as well as using information and communication technology more regularly to support learning. Leaders have ensured that the following improvements have taken place: Since the previous inspection, some of the teaching team have changed. Your insistence on employing high-quality, experienced staff has ensured that they have ‘hit the ground running’ and are having a positive impact on the progress pupils that are making. Lessons start promptly and there is a sense of purpose and pace in activities. Teachers explain clearly what pupils are required to do and in turn, pupils are eager to participate in activities that are both stimulating and enjoyable. The quality of teaching and learning is consistent across the school and teachers’ subject knowledge is strong, particularly in English and mathematics. Work is planned effectively for pupils and it closely matches the wide range of learning needs in the two classes, one catering for early years and key stage 1 pupils and one catering for key stage 2 pupils. Pupils are offered challenging activities, particularly in writing, where pupils are being extended in their thinking, skills and learning. However, I agree with you that pupils could be challenged further, particularly in mathematics and reading. In mathematics, pupils are not being offered enough opportunities to apply their skills to problems and think more deeply about their work. In reading, you are rightly exploring ways that you can develop comprehension skills at a deeper level, particularly the skills of deducing and inferring from complex texts. Pupils are encouraged to be involved in their learning. They are familiar with their targets in English and mathematics and know what they need to do to improve. Pupils of all ages are confident and keen to talk about their learning. They regularly take opportunities to look through their work and make changes to improve it.