The leadership team has maintained the good quality of education in the school since the last inspection. Your calm, compassionate and considered leadership has helped ensure that pupils, parents and carers have barely felt any effect of a considerable turnover of teaching staff since the last inspection. Your leadership, and the quality of education offered to pupils, has understandably earned the confidence and praise of the overwhelming majority of parents. Pupils enjoy school. The school’s values and ethos are deeply embedded. Pupils rise ably to the high expectations of their social and moral conduct. Their confident, courteous and friendly behaviour lends the school a harmonious atmosphere. Pupils are self-assured but respectful. As one parent summed up the views of many: ‘This school is helping to shape my children into confident, articulate, polite and kind individuals who aren’t afraid to ask questions if they do not understand something.’ As well as getting along very well together, pupils benefit from strong, sensitive and caring relationships with adults. The school’s motto of ‘treat other people as you would like to be treated’ filters relentlessly through its daily life. As another parent put it: ‘My children are happy and proud to be part of the big family which is St Peter’s.’ By the time they reach the end of their primary years, pupils’ levels of attainment in English and mathematics give them a secure foundation for their secondary education. Following a previous dip, pupils’ combined attainment in reading, writing and mathematics at the end of key stage 2 has shown a strongly improving trend in recent years. Another success story has been the significantly improving results in the Year 1 phonics screening check. Phonics has a high profile in early years and key stage 1 classrooms, both in the environment, and through adults’ reinforcement of pupils’ learning. The previous inspection recommended that leaders further improved the good quality of teaching. Leaders and staff have worked successfully together to maintain effective teaching as personnel have changed. The headteacher is accurate in her diagnosis of what is going well and what could be improved. Teachers are positive about the direction of travel. They like the open culture where they can learn from each other within, and often beyond, the school. Current initiatives in reading, writing and mathematics are testament to this ongoing desire to improve. Governors have a secure understanding of the school’s effectiveness. They convey an ambition to support and challenge the school’s improvement. Inspectors also asked leaders to raise the achievement of the most able pupils. The nature of the school’s population has altered notably since the previous inspection. Specifically, the proportion of pupils with special educational needs and/or disabilities (SEND) has grown dramatically. This group achieves well. The impressive and memorable autism awareness assembly, coincidentally taking place on the day of the inspection, admirably exemplified the school’s highly inclusive ethos. There are also signs that the proportion of most-able pupils working at the higher standards (sometimes known as ‘greater depth’) is growing, but this remains an important priority. Safeguarding is effective. Leaders have ensured that safeguarding arrangements are fit for purpose. The culture of safeguarding and care is very strong. This culture is one of open communication, where staff are suitably trained and feel able to share any concerns, no matter how minor. They are rightly confident that these worries will be acted on appropriately. Leaders promptly and appropriately share the more significant concerns with other agencies. Record-keeping is sound. The large number of parents that responded to Parent View, Ofsted’s online questionnaire, agreed unanimously that their children feel safe at school. As one parent perceptively observed: ‘They all take the time to get to know each child, which makes the children feel school is a safe environment to learn and grow.’ Leaders are very aware of the possible links between safeguarding and pupils’ absence. In the majority of year groups, attendance has notably improved this year. Overall rates are broadly similar to the national average. However, despite the school’s efforts, some pupils, particularly disadvantaged pupils, still miss too much school. Persistent absence rates have fallen markedly for this group, but there is still more to do to bring them in line with national averages for similar pupils. Leaders are on the case.