You and your leadership team have maintained the good quality of education in the school since the last inspection. Following your appointment in 2016, you swiftly reviewed all areas of school performance. You invested heavily and restructured your senior leadership team. You acted quickly and decisively to challenge any weak teaching. You reinforced the school’s motto of ‘opportunities and achievement for all’. Through your determination, passion and commitment in relation to continuous improvement, you have ensured that leadership at all levels is focused on the progress of all pupils, including the disadvantaged pupils and pupils who have special educational needs (SEN) and/or disabilities. As a result, outcomes of pupils have improved since the last inspection. Since your appointment, you have implemented strategically developed systems and processes, which allow you and your senior leaders to identify correctly areas of the school that need improvement. Governors receive detailed information about school performance, which they use effectively to provide challenge to leaders at all levels. The recent appointments to the governing body further strengthen their knowledge and expertise. As a result, there is strong capacity in the school’s leadership to achieve the improvements that you aspire to in order to become an outstanding school. You and your leadership team have tackled the areas for improvement identified in the previous inspection report successfully. At the last inspection you were asked to improve the proportion of good and outstanding teaching which accelerates the progress of pupils, particularly the disadvantaged pupils. You and your leaders ensure that the progress of pupils is at the heart of what you and your staff do, daily. Very quickly you raised the profile of the importance of the progress of disadvantaged pupils and pupils who have SEN and/or disabilities. At the last inspection, you were also asked to ensure that leaders and managers, including subject leaders, accurately evaluate the progress disadvantaged pupils make. You were also advised to ensure that learning in all subjects improves the progress of this group of pupils. Through your increased focus on the progress of disadvantaged pupils and pupils who have SEN and/or disabilities, all staff now use assessment information effectively to plan learning activities. You appointed staff as pupil premium champions and leaders to oversee the progress of these groups of pupils. As a result, teaching and learning have improved since the last inspection. Consequently, the progress of disadvantaged pupils and pupils who have SEN and/or disabilities has improved rapidly and the gap in attainment between those groups of pupils and other pupils in the school is closing rapidly Safeguarding is effective. You and your leadership team have ensured that all safeguarding arrangements are fit for purpose. Your senior leader responsible for safeguarding leads her team well. They are knowledgeable, proactive and vigilant. Together, they regularly monitor the well-being of vulnerable pupils. The school has effective referral procedures and communication with external agencies is good overall. The recent introduction of an electronic system further strengthens and supports the recording and monitoring of safeguarding concerns. There is a strong safeguarding culture in the school. Your designated safeguarding lead has ensured that all safeguarding arrangements are fit for purpose and records are detailed and of high quality. This means that information is shared effectively and in a timely way. All staff and governors receive appropriate training in child protection, including the dangers of radicalisation. You and your team ensure that you carry out appropriate checks on the suitability of all staff who work with pupils. When inspectors met with pupils, they reported that they feel safe, know who to go to if they have any concerns and are confident that staff will deal effectively with any problems. Inspection evidence also supports this. Pupils know how to stay safe on line. Pupils say that bullying is rare, but when it does happen, teachers and senior leaders tackle it quickly. Some parents reported that they are less confident in the school’s handling of bullying, and about behaviour in school. However, you are not complacent, and continually review and improve the support that is in place for pupils. The relationships between staff and pupils are positive. Pupils wear their uniform with pride and are respectful to each other and staff. There is a calm and purposeful atmosphere in the school. As a result, behaviour in the vast majority of lessons and conduct around the school site are very good.