The leadership team has maintained the good quality of education in the school since the last inspection. The school has expanded significantly in this time and, as the school has grown, so has leadership capacity. You identified the need to ‘let go of the reigns’ and move towards a model where leadership responsibility is more evenly distributed. The school’s newly established leadership team is highly effective. Leaders share your vision for the school, as well as your drive and commitment. Senior leaders provide you with an appropriate balance of support and challenge. Middle leaders are still developing in their roles. They lead the development of their subjects effectively but do not yet possess the knowledge or skills required to evaluate the impact their actions are having on pupils’ outcomes. The school’s expansion has required you to make a large number of new appointments to the teaching staff. Since the previous inspection, this has led to some variability in the quality of teaching, as well as pupils’ outcomes. However, an effective programme of induction, appraisal and training has resulted in teaching now being consistently good across the school. Consequently, pupils currently in the school are making strong progress from their different starting points. Together with other leaders and governors, you have a clear understanding of the school’s strengths and areas requiring further work. Your self-evaluation is accurate and identifies the impact that leaders continue to have on school improvement. The school’s development plan is comprehensive but lacks precision. The criteria for measuring the impact of individual actions are not sufficiently specific and not linked routinely to pupils’ outcomes. This is slowing the pace of school improvement and restricting the ability of governors to hold leaders stringently to account. Pupils’ behaviour is good. They conduct themselves well around the school and at less structured times, for example at lunchtime. The vast majority of parents talk positively about the school and their children’s experiences. Most feel that the expansion of the school has been handled well and that leaders have ensured the community ethos has been maintained. At the previous inspection you were asked to further raise the quality of teaching through the use of effective questioning. Leaders have raised teachers’ expectations and teachers now provide pupils with greater levels of challenge. Across the school, there has also been a focus on teaching staff using higher-order questioning to explore and deepen pupils’ understanding. This has proved successful in raising the proportion of the most able pupils now working at greater depth. Additionally, you were asked to further raise pupils’ achievement in mathematics. Turbulence in teaching staff has slowed the pace of improvement in this area. Outcomes remain broadly in line with national averages. However, leaders’ actions to improve the teaching of mathematics have not yet had the desired impact on the progress pupils make from their starting points. This is especially the case for middle prior-attaining pupils capable of working at greater depth. Raising outcomes for these pupils remains a priority in your school development plan. Safeguarding is effective. A strong culture of safeguarding is evident throughout the school. This is underpinned by leaders and staff having an in-depth understanding of pupils’ needs and vulnerabilities. The designated leader for safeguarding has ensured that all staff have received the appropriate level of training. Staff and governors spoken with during the inspection displayed a secure understanding of the school’s policy and procedures. They were clear about the different signs of abuse they should be looking out for, as well as what they would do should they have any concerns. Pupils feel safe. This is a view shared by nearly all parents who completed Ofsted’s online survey, Parent View. Pupils say that bullying does sometimes happen. However, they are confident that any incidents would be dealt with effectively. The school has established strong partnerships with parents and a range of outside agencies. The school’s procedures for ensuring that it continues to meet statutory guidance lack rigour. As a result, there are gaps in leaders’ understanding of the current requirements. At the time of my visit, the school’s register of the checks made to ensure the suitability of staff to work with children did not meet statutory guidance. Additionally, not all of the statutory checks had been completed. Although you had rectified this by the end of the inspection, you recognise that systems to keep leaders and governors up to date with changes in the guidance need to be more robust.