The leadership team has maintained the good quality of education in the school since the last inspection. You provide inspirational leadership and have gained the trust and respect of the whole school community. As one parent wrote, summing up the views of many, ‘The headteacher is personable, enthusiastic and caring towards her staff and pupils. The teaching staff come across as a well-bonded team.’ Together with governors, you are successfully managing a period of considerable change as the school roll increases. This has not distracted you from your clear focus on continually developing the quality of teaching and learning, and ensuring high standards. You have developed a culture of high aspiration for all, ensuring that the caring, welcoming and inclusive ethos does not diminish as the school grows in size. You aim for Petersgate to be outstanding and are clear about what needs to improve to make it so. Senior leaders have an accurate understanding of what the school does well and they pinpoint, with great precision, where further developments need to be made. We agreed, however, that middle leadership is not well enough developed yet to have an effective impact on the quality of teaching and learning across the school. Pupils told me how much they enjoy coming to Petersgate Infant School and that their lessons are fun. They are polite, behave well and are eager to learn. They love many aspects of school life, including trips, gardening, cooking and the chickens. They adore the school dogs, Jake and Murphy, saying that ‘The dogs help us stay calm and learn.’ Parents and carers are overwhelmingly supportive of the school, with 100% of parents who responded to Parent View saying that they would recommend the school to another parent. As one parent commented, ‘Petersgate is a lovely school where children flourish.’ You have built further on the many strengths highlighted in the previous inspection report, including good teaching and behaviour, and strong achievement in reading. You have also worked hard to address the issues raised at the time of the last inspection. Leaders were asked to improve the effectiveness of teaching assistants. A wide range of training has ensured that teaching assistants’ knowledge of how to teach phonics, as well as how to support pupils who have special educational needs (SEN) and/or disabilities, is skilled and reflective. My visits to lessons confirmed that teaching assistants work effectively in classrooms to develop pupils’ knowledge and understanding. Leaders were also asked to improve the teaching of writing. Your work in this area has been successful. In Year 2 in 2017, attainment at the expected level in writing exceeded the national average. The previous inspection report also identified the need to ensure that pupils were given work which consistently provided high levels of challenge. In Year 2 in 2017, more pupils attained the higher standards in reading, writing and mathematics than seen nationally. However, leaders are aware that the expectations of what the most able children in Reception can attain, especially in mathematics, could be higher. In 2017, the proportion of pupils reaching the expected standard in the Year 1 phonics screening check was below national figures. You are rightly working on improving the teaching and assessment of phonics. Safeguarding is effective. You have improved safeguarding procedures since the last inspection. Policies and procedures are fit for purpose and well implemented. Day-to-day routines are secure. Staff have regular training and a strong culture of safeguarding and care permeates the school. A real strength of the school is how well you and your staff know all of the pupils. Relationships across the school are extremely positive. Vulnerable pupils are supported well. As one parent commented about the school, ‘It is a safe, happy learning environment and all the staff ensure that it offers the best learning and care.’ Pre-employment checks to ensure the suitability of all adults who work or volunteer in the school are fully in place. Leaders have good relationships with other agencies. Pupils say that they feel safe in school. They are confident that there is always an adult to talk to if they have any worries. Pupils told me that the behaviour of other children is very good and their friends are kind and respectful. As one pupil said, ‘No one goes on the sad face in our class.’ Pupils could confidently explain how to keep themselves safe online.