The new leadership team has sustained the good quality of education in the school since the last inspection. The executive headteacher, in post since only September 2015, has raised expectations and brought a fresh impetus to the school’s work, following a period of leadership change and turbulence. All leaders are clear about the school’s core priorities and provide members of staff with effective support and challenge. There is a clear sense of direction and a tangible sense of high expectation. Under the senior leadership team’s guidance, the climate around the school is positive and productive. Pupils conduct themselves well, they work hard and are prepared to persevere when faced with challenging new topics. Lines of accountability at all levels have been strengthened. The governors know the school well, in part because they challenge the executive headteacher regularly to demonstrate the impact of his leadership. In turn, senior leaders meet frequently with heads of department and hold them accountable for the progress of all pupils. Systems to track pupils’ progress are highly effective and assessment information is used well so that any pupils making slower progress are quickly identified and supported to get back on track. Consequently, gaps in the attainment of different groups of pupils, such as those from disadvantaged backgrounds and disabled pupils or those with special educational needs, are narrowing over time. In most subject areas, pupils make at least the progress that is expected. The school continues to have particular strengths in the teaching of humanities and languages, subjects in which pupils make significantly better progress than that seen nationally. Because of this, the proportion of pupils that attain the English baccalaureate is well above the national average. Leaders have a detailed knowledge of where teaching is occasionally less effective and are taking appropriate steps to address such inconsistencies. The new leadership team has also sharpened expectations regarding behaviour and attendance. Lateness and absence are challenged robustly. Expectations for behaviour and conduct around the school are clear and well understood. As a result, overall levels of attendance are improving and there are fewer pupils than previously that are regularly absent. Nevertheless, leaders and governors have identified that improving attendance further is a key priority for the school. Safeguarding is effective. The leadership team has ensured that all safeguarding arrangements are fit for purpose. All policies and records relating to the safeguarding of pupils are up to date and of high quality. Members of staff, including the designated safeguarding leader, receive regular training and know their responsibilities well. They ensure there is a culture of vigilance and care. Partnership working with the partner primary school, the local authority and other external agencies is well developed. Pupils’ understanding of how to keep healthy and safe is effectively promoted through the school’s life-skills programme. For example, pupils are well informed about online safety and know how to keep themselves safe when using computers and the internet. The school also promotes equality and tackles discrimination positively. Any use of discriminatory or derogatory language is tackled head-on. Pupils of all ages confidently stated that the school is a safe and caring environment in which to learn. Inspection findings  The executive headteacher and new leadership team have brought renewed energy and drive for improvement. There is a clarity of purpose and sense of direction shared by members of staff.  In this relatively small secondary school, leaders know the pupils individually and work hard to raise their aspirations. The vast majority of pupils in Key Stage 4 know what they must achieve in order to take their next steps. Last year, all Year 11 pupils successfully found places in further education, employment or training.