The leadership team has maintained the good quality of education in the school since the last inspection. You have successfully managed significant changes since the previous inspection. Pupil numbers have increased over successive years and the school now caters for pupils from a younger age. In addition, there are now more pupils attending the school who have complex needs. Leaders, including governors, have an accurate view of the school’s strengths and areas for development. You are currently revising your staffing structure to strengthen leadership at middle and senior levels. Governors have a plan in place to ensure that strong leadership continues in the future. You and your team have developed an environment for your pupils that is calm and nurturing. Staff know the pupils extremely well and are therefore able to cater successfully for their individual needs. Relationships between staff and pupils are strong, positive and show mutual respect. During the inspection, we saw that pupils’ behaviour is exceptional both in classrooms and around the school. Staff ensure that breaktimes are well organised, with pupils clearly enjoying the activities on offer. Your dedicated team say that they are proud to be a member of staff at the school. They say that the school has a culture that is aspirational for all pupils. Parents and carers made many extremely glowing comments about the school’s work. All parents who spoke with inspectors said that their children are very happy to attend. Parents say that the school is ‘amazing’, ‘awesome’ and ‘wonderful’ and that the staff are ‘fantastic’ and go above and beyond what is expected of them to make sure that their children make progress. Pupils say that staff are aware of their individual needs. They say that bullying is rare and that pupils behave well. Some pupils feel that teachers provide work that challenges them. Other pupils say that the work is too easy. Pupils enjoy the range of activities on offer, for example performing arts and opportunities to work outside in the natural environment. They benefit from the many visits they make into the local and wider community such as participating in steel pan performances and workshops, acting in theatres and shopping trips. Safeguarding is effective. There is a strong culture of safeguarding across the school. Leaders make sure that all staff have the required pre-employment checks. You rigorously monitor all safeguarding policies and procedures. All staff have relevant and up-to-date training and know what to do if they have a concern about a child’s welfare. Leaders ensure that all safeguarding arrangements are fit for purpose. Parents say their children are kept safe and are well looked after. They have no concerns about bullying. Pupils say that they feel safe and can name adults that they would go to for help if they needed to. They are taught how to keep themselves safe when using the internet and mobile phones and about cyber bullying. Leaders use very effective strategies to ensure that pupils attend regularly, including personalised approaches for individual pupils. Links with other professionals are very effective. Inspection findings We agreed on some key lines of enquiry at the start of the inspection. First, we looked at what leaders are doing to improve the quality of teaching so that pupils make consistently good progress. Throughout the school, we saw lessons that were personalised to meet individual pupils’ needs. When teachers carefully plan activities that are well matched to pupils’ abilities, they make better progress over time. Pupils are given opportunities in lessons to make choices and to practise their numeracy and literacy skills. Staff use skilled questioning in some lessons, allowing pupils to deepen their learning. Your senior leaders have an accurate picture of the quality of teaching across the school and are aware of any inconsistencies. You have recently introduced a new approach to monitoring teaching and learning, based on the school’s core values. Teachers are supported effectively to improve their practice, with the focus clearly on pupils making better progress. When we visited classrooms, senior leaders were not always clear about the lesson being taught as individual teachers plan weekly timetables for their classes. Your senior leaders are currently reviewing this situation to ensure that the best use is made of pupils’ learning time across the full curriculum.