The leadership team has maintained the good quality of education in the school since the last inspection. You and the leadership team have a thorough and accurate understanding of what the school does well. Leaders are acutely aware of those aspects of the school that still require further development. Leaders reflect regularly on their actions and refine them appropriately. This has resulted in several improvements recently, for example the progress made by disadvantaged pupils in English and mathematics. Staff are very positive about the school. Almost all the staff who responded to Ofsted’s survey are proud to work at the school. They feel that leaders support them well. Staff appreciate the training they receive to improve and refine their practice. Pupils are pleased to be part of a culturally diverse and caring community. They appreciate the help and guidance they receive from their teachers. Pupils in key stage 3 welcome the wealth of extra-curricular activities on offer. Older pupils explained to inspectors how they are keen to raise money for charity and local good causes. Pupils feel they are listened to by staff. Pupils enthusiastically develop their leadership skills, for example by being a member of the school council. Students in the sixth form were especially positive about the opportunities they have to learn about different faiths and religions, for instance as part of a ‘spiritual awareness day’. Sixth-form students value the support they receive with their preparations for further education, employment and training. Parents and carers appreciate the opportunities the school offers their children. The following comment from one parent typifies their views, ‘The school tries to find ways in which each pupil can shine.’ Almost 90% of parents who responded to Ofsted’s online survey, Parent View, would recommend the school to others. Governors and trustees have a detailed understanding of those aspects of the school that could be better. For example, they are aware of the underachievement historically in humanities and the recent decline in students’ attendance in the sixth form. Members of the governing body and the board of trustees monitor these areas closely and hold leaders to account for the school’s performance. Safeguarding is effective. Leaders’ systems to check that adults at the school are safe to work with pupils are effective. Staff receive regular safeguarding training. They understand the procedures they must follow if they have concerns about a pupil. Leaders respond in a timely manner to any referrals made. They ensure that vulnerable pupils receive appropriate support from a range of external agencies. Those responsible for governance check that systems to keep pupils safe are robust and fit for purpose. Leaders and staff have created a tolerant and respectful school community. Pupils report that incidents of bullying are rare. They are confident that staff deal effectively with any concerns they may have. Neither pupils nor staff tolerate any form of discrimination, including racism or homophobia. Pupils explained to inspectors how members of the lesbian, gay, bisexual and transgender community can be open about their sexual orientation or gender identity. Pupils who spoke with inspectors report they feel safe in school. Staff agree that pupils are safe. Pupils learn about how to look after their own emotional health and how to stay safe. For instance, pupils learn about the dangers of knife crime and the possible negative effects of social media. Some pupils act as ‘mental health ambassadors’ to promote the importance of talking about some of the issues faced by their peers. Inspection findings Inspectors were keen to learn about the actions you have taken to raise pupils’ achievement in history and geography. This is because, for the last two years, pupils have made fewer gains in their learning in these subjects than their peers nationally. In recent years, there have been a considerable number of changes to staffing in these subject areas. Leaders have acted to stabilise staffing and strengthened the leadership of the humanities department. Teachers in history and geography have also benefited from appropriate training. This has been effective in securing improvements in the quality of teaching.