The leadership team has maintained the good quality of education in the school since the last inspection. You have focused on developing a team of leaders across the school whose members share your values and sustain a culture of high expectations. The school provides a caring and supportive learning community where pupils are encouraged to fulfil their potential intellectually, personally and emotionally. Since the last inspection, leaders have continued to focus on the impact of their work so that learners are well supported to make good progress. As a result, the progress that the majority of pupils make in key stage 4 is particularly strong, including that of disadvantaged pupils. Leaders and staff check individual pupils’ progress. This enables staff to support the needs of all pupils, particularly those who, historically, have not made the same progress as others at the school. This was an area for improvement following the last inspection. You and leaders have implemented effective tracking systems and focused monitoring activities that provide staff with a good understanding of the progress that all pupils make. The atmosphere in school is calm and purposeful. Pupils interact positively with each other and conduct themselves in a friendly and courteous manner. In meetings with inspectors, pupils said that they feel safe, and spoke with pride about their school and the staff. Pupils value the extra-curricular opportunities that enrich their learning. Similarly, staff who completed Ofsted’s survey stated that they felt well supported and that their well-being is treated as a priority. Pupils are keen and ready to learn. They said that staff are kind, approachable and always available to help. Pupils feel challenged in their lessons, and value the additional support and resources that are available for them. Pupils are particularly proud to be part of an inclusive learning community. Pupils with special educational needs and/or disabilities (SEND) are supported and integrate fully into the life of the school. Sixth-form students are happy and enjoy their learning. They describe the school’s careers information and guidance as a strength. This was an area for improvement following the last inspection. Although students are positive about their learning, the sixth-form provision is not as strong as the provision in other phases in the school. Governors are supportive of your leadership team and senior leaders’ positive aspirations. This supports the school to maintain pupils’ strong outcomes at the end of key stage 4. Governors know the school’s priorities well, and they provide rigorous challenge. Safeguarding is effective. You have ensured that there is a strong culture of safeguarding in the school. Safeguarding arrangements are fit for purpose, and records are detailed. Leaders and governors are clear about their responsibilities for safeguarding. Staff receive regular training that responds to local issues that arise, and the latest statutory guidance. All pupils, including students in the sixth form, feel safe and understand how to keep themselves safe from harm. This includes how to be responsible online. Parents and carers, and staff, are confident that pupils are safe. Pupils behave well and value their diverse community. Incidents of bullying are rare and are dealt with swiftly by the school. Pupils know whom they can approach should they have any concerns. The school’s attendance is above the national average and exclusion rates are low. Inspection findings For the first line of enquiry, we agreed to look at the progress of pupils with SEND. In 2018, these pupils made less progress than their peers. You and your leaders have acted swiftly to strengthen the provision for pupils with SEND, including making changes to strengthen the leadership of inclusion. Middle leaders are well supported by senior leaders in holding their teams to account for the outcomes of this group of pupils. Teachers use pupils’ assessment information regularly to ensure that their planning and teaching responds to the emerging needs of each pupil. This approach is used routinely across the school. Pupils with SEND are provided with effective additional support to help them to make better progress. As a result, current pupils with SEND make sustained progress. The next key line of enquiry focused on how well the curriculum enables pupils to fulfil their potential. Progress in key stage 4 is above the national average overall.