The leadership team has maintained the good quality of education in the school since the last inspection. Leaders have worked well together to create the inclusive and celebratory culture evident throughout the school; the values of ‘pride, respect and courage’ are promoted well and shared by all. The inclusive school community is underpinned by strong pastoral care and safeguarding of pupils’ welfare. You provide strong leadership and, supported by the senior leadership team, you are continuing to make improvements. Pupils speak positively about school life. They are happy, feel safe and are keen to learn. They behave well around the school, showing respect for staff, pupils and visitors alike. Pupils look smart in their school uniform. They said that they value the support that they receive from staff. You, senior leaders and governors have addressed the areas for improvement identified in the previous inspection report and have an accurate understanding of the school’s current strengths and areas to develop. Since the previous inspection attendance has improved. Pupils attend regularly. Overall, pupils’ attendance and the rates of persistent absenteeism are in line with the national averages. The previous inspection report also highlighted the need for a more consistent focus on literacy across the school. You have implemented a strong focus on reading and have promoted improvements to pupils’ reading and writing skills. Following the dip in GCSE examination results last year you took swift action to analyse and address the issues that you identified. Most pupils now make good progress across a wide range of subjects. They have positive attitudes to work. Nevertheless, the progress of most-able pupils is inconsistent. This is because, despite improvements to the quality of teaching and learning, the work they are set is often insufficiently demanding. Governors provide you and other leaders with strong challenge and support. They are well informed and examine information provided to them thoroughly so that the most pertinent questions can be asked. As a result, they have a sound understanding of the school’s many strengths, but also a candid understanding of those areas needing improvement. Governors are skilled and take a reflective approach to their roles. Like you, they care deeply about the school and the community it serves. Safeguarding is effective. Leaders have ensured that all safeguarding arrangements are fit for purpose. These arrangements combine to create a culture of safeguarding throughout the school. The required checks on the suitability of adults to work with pupils are undertaken accurately and recorded clearly. Staff are well trained, monitor pupils’ welfare closely and understand how to report concerns. Governors are clear about their responsibilities for safeguarding and bring valuable experience that they use to hold leaders to account. Pupils who responded to the online questionnaire, and also those who spoke to inspectors, said that they feel safe in school. They understand the different forms of bullying that can take place. Pupils are confident that, on the rare occasions that bullying may happen, if they speak to an adult it will be dealt with. Leaders work with a range of agencies to help to keep pupils safe and ensure that pupils and their families receive the support they need. Inspection findings We focused on the progress of pupils working towards GCSE examinations. This was because the progress made by last year’s cohort fell substantially in a range of subjects including mathematics, science and humanities. Previously, pupils made progress in line with others nationally.