The leadership team has maintained the good quality of education in the school since the last inspection. Leaders and governors have developed a unique and inspiring creative curriculum for young people at the school. They have forged strong links with professionals from the creative industries who influence the learning of pupils and students, giving them exceptional real-life experience of the creative, digital and performing arts in professional settings. You, your staff and governors are ambitious for the pupils in the school. Pupils describe being at the school as a ‘privilege’. Parents support this overwhelmingly and say, ‘The staff are friendly, supportive and exude enthusiasm that is infectious.’ At the previous inspection, leaders were asked to improve the effectiveness of planning actions to secure school improvement. There is now a clear cycle of school evaluation and school improvement planning. In addition, all members of the senior leadership team have their own action plans which are reviewed and evaluated regularly. Middle leaders develop departmental improvement plans which are driven by whole-school priorities. Clear and measurable objectives are set with timescales. Senior and middle leaders are held to account for their performance against these objectives. Governors regularly hold senior leaders to account for their performance. They review whole-school priorities systematically and can identify where improvements have been made. Tutor time is now used effectively within the school. There is a clear programme of planned study which tutors follow. This focuses on personal development and fundamental British values. The tutor groups facilitate the further development of the harmonious and friendly atmosphere within the school. Pupils and students in tutor groups engage in a range of activities, including political debate, charity fundraising and the discussion of a range of contemporary issues that are pertinent to them. Leaders closely monitor and evaluate the tutor programme. Overall progress in the school at key stage 4 is good, although there is still some inschool variation. Progress in science, humanities and modern foreign languages still needs to improve. In key stage 5, progress in applied qualifications is very strong, but improvements are still required to ensure that progress in academic qualifications is as rapid. Safeguarding is effective. The leadership team has ensured that all procedures to keep pupils safe are fit for purpose and records are detailed and of high quality. Pupils feel safe and secure at the school and say that they are taught to be safe. They were able to tell us about the guidance that they have received on e-safety and anti-radicalisation. Staff training is regular and comprehensive. They regularly receive additional information about safeguarding issues to keep them up to date. Governors check that statutory responsibilities are met. A governor has specific responsibility for the oversight of safeguarding in the school. Pupils told us that they feel very safe, that bullying incidents are extremely rare and that, when they do occur, pupils report them and they are dealt with effectively. They told us that the school was very supportive and cared for their welfare. They feel confident to speak to staff about any issue that may affect them, and described being at the school as like being part of ‘one big family’. Inspection findings In the past, students have been allowed to select too many A-level courses. An action plan is now in place with a focus on ensuring that students receive appropriate information and guidance to help them choose suitable academic courses in the sixth form. The progress of pupils studying the applied pathway, for example the acting pathway, in key stage 5 and key stage 4 is very strong. Teachers and pupils are enthusiastic about the opportunities and the experiences that this pathway provides. Progress in this area is a strength of the school and is acknowledged by staff, parents and young people. Progress in academic subjects in the sixth form does not yet match the very strong progress in applied general qualifications. Leaders are well aware of this difference and clear plans are in place to address the discrepancy. However, in Alevel lessons, teachers do not use questioning effectively to challenge students and develop their understanding. Students’ responses to questions are limited because of a narrow use of their technical vocabulary. This means that students are unable to engage fully in a learning dialogue with the teacher or their peers.