The leadership team has maintained the good quality of education in the school since the last inspection. Leaders, led by your determination, share the aspiration that pupils will flourish. The school’s motto, ‘kindness, respect, tolerance’, is understood by all members of the school community, and is currently being developed further to include ‘resilience’. The local governing body, along with the multi-academy trust (MAT), has been restructured recently to ensure that there is greater accountability and challenge for all levels of leadership. In addition, there have been changes in the school’s leadership structure as part of this reorganisation. A minority of parents and carers have raised a concern that these changes will affect the quality of provision at Petham Primary School. The previous inspection recognised strengths in leadership, teaching, pupils’ achievements, behaviour and the early years. These strengths have been sustained. Providing more opportunities for pupils to be resourceful and work things out for themselves is a focus for improvement from the last inspection. The school’s curriculum has been broadened. Pupils have a wide range of first-hand experiences, within which they work together and share their skills to solve problems. For example, pupils create animations and take part in science and cookery challenges with other schools. Raising standards in writing was also identified as an area for improvement at the last inspection. Staff have had training to develop the teaching of writing further and opportunities to work alongside colleagues from other schools. Pupils’ writing is linked to carefully chosen topics, which provide them with opportunities to write for different purposes and audiences. As a result, pupils are making better progress in writing, with many exceeding age-related expectations. Leaders and governors have developed effective approaches to ensure that the school continues to improve. Their development plans outline appropriate targets with a corresponding programme of actions that are paced thoughtfully. Collectively, you have a clear understanding of the school’s strengths and weaknesses. Pupils’ progress is in line with national averages. Nonetheless, you have recognised that more needs to be done to ensure that pupils are challenged consistently to achieve the higher standards. Together, leaders and governors review the progress of the school development plan to ensure that resources are used successfully to raise standards. Governors visit the school regularly to talk to leaders, look at pupils’ work and make visits to the classrooms. However, as we discussed, governors need to develop their confidence to ask leaders more rigorous, probing questions. The broad and exciting curriculum includes opportunities for pupils to visit a range of venues in the wider community and listen to speakers who are invited into school. These opportunities are appreciated by pupils. For example, pupils visit the home of the author Alexis Deacon as part of their literacy lessons, and Dover Castle when learning about the Second World War in history. Pupils develop their creative skills when they work alongside professional musicians and artists in school, as part of special events. During visits to classrooms, we saw that pupils are attentive and keen to learn. Staff provide pupils with varied activities to ensure that most pupils learn effectively. We observed some pupils working together to solve multi-step problems that involved various units of measurement and other pupils solving problems with algebra. Learning about pirates, Reception children created treasure maps and wrote messages enthusiastically to go inside bottles. Key stage 1 pupils enjoyed using their feet and arms to make different musical rhythms successfully. Staff ask questions that help pupils to deepen their understanding, and they model how to approach tasks to help pupils who are stuck. One pupil said: ‘Staff explain things clearly using the whiteboard. They ask us if we understand, if not they go through it again.’ As a result of effective teaching, most pupils across the school are making strong progress. Staff look after pupils well and know them as individuals. Pupils, along with their families, are provided with a range of support when needed. The effectiveness of this help is reviewed closely to make sure pupils participate well in all aspects of school life. One parent stated: ‘Teachers teach all children as individuals and help is given where needed, to help them flourish.’ Staff work together closely to support pupils and pastoral support is a strength of the school. Pupils speak happily and articulately about their experiences in school. They are polite and respectful towards each other. The majority of pupils behave very well and are keen to learn. They appreciate the ways in which their teachers help them to learn. However, some pupils say that they would like to be challenged more.