The leadership team has maintained the good quality of education in the school since the previous inspection. You provide purposeful leadership guided by your desire that all pupils achieve well at Chancellor’s School. You are supported by a well-respected and effective senior leadership team that ensures that pupils receive a broad and rich quality of education, both inside the classroom and through the wide range of extra-curricular opportunities that are available to them. You and other leaders are rightly proud of the improvements made to the school since you became headteacher. You are committed to supporting all pupils whatever their needs and ensuring that all ‘achieve, enjoy, excel’. Pupils are well behaved and have positive attitudes to learning. They are grateful for the high-quality support they receive from adults in the school. Pupils enjoy school and attendance is high. Pupils say that the school encourages them to be independent. In the Ofsted survey of pupils’ views, almost all of those who responded said that the school encourages them to respect people from other backgrounds and to treat everyone equally. Parents and carers are also very positive about the school. They say that their children are taught well and make good progress at Chancellor’s School. Leaders and governors have a clear understanding of the school’s strengths and weaknesses. You have rightly identified the achievement of sixth-form students as a strength of the school. Development plans are focused on the right priorities for improvement, and leaders provide extensive support to colleagues to help them achieve these. For instance, you have introduced the Chancellor’s ‘DNA’ model to improve teaching. This model identifies the strands crucial to providing high-quality teaching. It is leading to improvements in the quality of learning. Governors provide you with good support and bring a wealth of expertise to the school. They bring knowledge of education, law, finance and business, which they use to support the school well. They also offer robust accountability to you and other leaders. Governors know the school well and contribute effectively to school development planning. They make sure that they have up-to-date training from the local authority governor support service so that they have the skills to carry out their statutory duties effectively. Safeguarding is effective. Leaders have ensured that all safeguarding arrangements are fit for purpose and work effectively. An open and supportive culture of safeguarding exists within the school and this is underpinned by strong record-keeping and timely interventions. Leaders are tenacious in following up all necessary checks on staff. Staff take swift action to support pupils at risk. Staff report and follow up concerns with a range of agencies in a timely way. Leaders work exceptionally well with external agencies. Pupils are taught how to stay safe in a variety of ways, including through assemblies. For example, on the day of the inspection, the theme for assembly was ‘be safe’. Pupils in Years 7 to 11 follow a ‘how to thrive’ curriculum. This includes topics such as the use of social media, e-safety, equalities, anxiety and body image. Sixth-form students say that they value extended learning days as these allow them to explore issues of personal safety, including gang crime, drugs and relationships. Pupils say that they feel safe at the school, and most parents agree that their children are safe and happy at school. Inspection findings I pursued a number of lines of enquiry to ascertain if the school continues to be good. My first question related to how effectively you and your leaders ensure that all groups of pupils, including disadvantaged pupils and pupils who have special educational needs (SEN) and/or disabilities, make consistently good progress. This was because in 2017, at the school, these two groups of pupils did not make as much progress from their starting points as pupils did nationally. Since the previous inspection you and other leaders have put in place a number of strategies to support disadvantaged pupils. In some classes, disadvantaged pupils’ needs are recognised and addressed by teachers well. In these classes, disadvantaged pupils make good progress. However, this is not consistent in all classes. Leaders are aware that not all of their strategies have been successful. As a result, you have chosen new approaches which you believe will be more effective. These include a ‘pupil premium first charter’ to train and support staff to make sure that disadvantaged pupils make good progress, and ‘challenge the gap’ staff mentors to personalise support for disadvantaged pupils. Peer mentors work with disadvantaged pupils both inside and outside of lessons.