The leadership team has maintained the good quality of education in the school since the last inspection. Based on the evidence gathered during this short inspection, I am of the opinion that the school has demonstrated strong practice and marked improvement in specific areas. This may indicate that the school has improved significantly overall. Therefore, I am recommending that the school’s next inspection be a section 5 inspection. Your ambition and determination for pupils to be successful has ensured that you have not only maintained the many strengths of provision, but also built upon them rapidly. Governors, leaders and staff reflect your vision and are committed to ensuring that pupils do as well as they can. As a result, all staff work together to ensure that every pupil receives the high-quality academic education and personal development needed for them to fulfil their potential. The vast majority of parents rightly speak highly of the school. Comments such as, ‘We cannot fault the school’ and ‘The school cannot do enough for my child’ are typical of the appreciation that parents show for the provision that their children experience. Many parents comment on the strong progress that their children make at Osborne School. Staff manage pupils’ behaviour very well. Interactions between staff and pupils are calm and respectful. Staff know pupils exceptionally well, including the times of the day or the activities which the pupils might find stressful or difficult. Consequently, they pre-empt pupils’ reactions to situations and reduce pupils’ anxiety effectively. Staff remain measured and supportive when pupils demonstrate challenging behaviour. Consequently, situations frequently de-escalate quickly so that other pupils feel safe and able to learn. Pupils make excellent progress personally and academically. Leaders expect many of their pupils to make the same rates of progress as pupils in other mainstream schools. This is a reflection of their high aspirations. The school’s assessment information shows that approximately two thirds of the pupils meet or exceed the targets that they are set in reading and mathematics. All pupils are set personal targets which contribute to their well-being and ability to be successful learners. These targets are set and reviewed each term. If these targets are met before the termly review, teachers rightly and diligently adapt the targets. However, this process means that the review of targets and the setting of next steps is not as precise or ambitious as for academic targets. Qualifications and accreditations vary from year to year so that they are appropriate to pupils’ abilities and skills. Many pupils achieve entry level GCSE qualifications in English, mathematics and computing. Accreditations include food technology, construction and performing arts. Leaders successfully support pupils to do as well as possible in order to maximise their opportunities for employment and independence. At the last inspection, you were asked to improve teaching and learning by challenging the most able pupils more fully and ensuring that students move on to new areas of learning quickly. You were also asked to ensure that the website contained all statutory information. The actions you have taken are effective and have resulted in the most able pupils now routinely being challenged. There are extension activities provided for pupils to encourage them to self-select tasks if they believe they are capable of more. As a result, teaching and learning has improved and is consistently strong across the school. Safeguarding is effective. The leadership team has ensured that all safeguarding arrangements are highly personalised and fit for purpose. All staff at the school recognise the particular vulnerabilities of pupils. Consequently, staff take safeguarding very seriously. Safer recruitment practices are followed meticulously and the recording of these is managed carefully. Training for staff is timely and appropriate. Staff identify and record their concerns diligently and precisely following school policies. These are followed up swiftly by leaders. Parents are kept well informed and outside agencies are involved whenever necessary. Governors check safeguarding and ensure that school staff and leaders do what they should to keep pupils safe. There are effective systems in place for pupils to share any worries that they have. Parents are rightly confident that the school does what it should to keep their children safe.