The leadership team has maintained the good quality of education in the school since the last inspection. Chellow Heights provides pupils with a safe, caring and happy learning environment. Underpinning all of the school’s work is your commitment to meeting the needs of each pupil. High expectations abound in the school. This is reflected in the curriculum, which offers a wealth of carefully planned learning opportunities. These opportunities enable each pupil to develop their knowledge and skills well. This aids them to fulfil their potential. Parents are highly supportive of the school. Two parents summed up the views of many. One described how the school ‘made a huge difference’ to the life experiences of children. The other said that the school caters so well for their child’s needs that ‘My child would come to school seven days a week if he could.’ You have worked hard to manage a time of great change, as the school has grown rapidly and is now situated on two sites. Throughout this time, you, other leaders, and governors, have worked effectively to maintain a ‘school spirit’ that is reflected by staff who are proud to be working at Chellow Heights. Teaching and support staff work in cohesive teams to plan and check on the progress and welfare of pupils. There is a tangible warmth to the supportive relationships that exist between pupils and staff. Pupils are keen to share their positive opinions about the school. They say they feel safe and that bullying is very rare. Behaviour is good and staff are always there to help them to do their best. As the headteacher, you have built on many of the school’s strengths since the previous inspection and have addressed the areas for improvement successfully. You have continued to play an active role in the Bradford district achievement partnership for pupils with complex needs and the Yorkshire special school leadership group. This has aided the school’s development of an assessment system that has common aspects across the special schools in Bradford and enables moderation of standards to take place. This work has increased your expectations of the amount of progress that pupils can make. You are supported well by other leaders, and governors have broadened their commitment to developing good practice in special education across the area. The establishment of an outreach programme for mainstream schools and the offer of initial teacher training is beneficial to this work. Another area for improvement from the previous inspection that has been addressed thoroughly is the work of middle leaders. Middle leaders are actively involved in checking and supporting the quality of teaching, learning and assessment. Training is a strength of the school and you have enabled middle leaders to develop specialisms and skills that have aided their ability to bring about positive change, for example in developing challenge for the most able and in the quality of writing activities on offer to pupils. You have created time in the ‘cocktail hour’ and ‘talking tiffin’ to enable support staff to be fully involved in the planning of topic work, daily preparation, reflection and checking activities. This has created strong, effective working teams in which all adults know their pupils very well. They understand how best to support them to achieve their next steps in learning. You have admirably managed the challenges that a significant increase in pupil numbers has brought. The effective use of induction, mentoring, and pairing with experienced staff is aiding the large number of newly appointed teachers and support staff to blend well into the working environment. Newly appointed staff speak highly of the support and training that your team provide. This support and training are ensuring that staff can meet the high expectations of the school. Alongside this, you have also restructured the leadership team to ensure that there is the capacity to manage the provision effectively across two sites and maintain the good quality of education. You are aware that the skills of the newly appointed leaders are still developing and have a clear coaching and training programme in place to support them. As the school continues to grow, you have been required to accept pupils with increasingly complex and demanding needs. You have recently opened a social, emotional and mental health (SEMH) assessment unit. This is an example of your continuing development of staff skills and expertise to meet the challenges of teaching pupils who are beginning to access the national curriculum. Your governors are passionate about the school, with governors’ minutes reflecting consistent support and challenge to the leadership team. They take an active role in ensuring that the school development plan reflects the priorities of this changing school. Statutory policies are updated on a regular basis and ratified by the governing body. However, the governors have not kept a watchful eye on the school website, the contents of which do not reflect their usually diligent work, as some policies are not up to date.