The leadership team has maintained the good quality of education in the school since the last inspection. Together with governors and staff, you and your leadership team are ambitious and passionate about improving the quality of both academic and personal provision for all pupils, particularly the most vulnerable. As several pupils commented, ‘Teachers care about us and that is what is great about this school.’ You, together with governors and the senior leadership team, have an accurate and detailed understanding of the school and use this to identify strengths and priorities well. This has enabled you and your senior leadership team to target resources and raise the standard of teaching and learning across the school. You, usefully, obtain external validation of the quality of your work through a collaborative peer-review system involving leaders from other schools in the Dovestone Partnership, together with representatives of the local authority. Your focus on the individual is recognised and highly valued by pupils and parents. A parent remarked, ‘Both my children have benefited from the excellent pastoral care provided at Saddleworth. The new Petals system is helping them to focus and aim high.’ Leaders and governors have ensured that the school has continued to focus on the areas identified for improvement at the previous inspection. Actions taken are now evaluated in terms of the impact they are having on pupils’ progress. The school’s approach to assessing pupils’ work and providing feedback has been reviewed. This is helping pupils to develop a greater awareness of their current progress and how to improve their work across the curriculum. Most pupils know their targets. Their work in their books demonstrates that they make good progress over time and progress in books is particularly strong in areas such as history, languages and English. Teaching, learning and assessment are led and managed well. Senior leaders work hard to ensure that teachers are provided with a wide range of information about individual pupils and their learning needs. Many teachers make good use of this information to plan engaging learning activities which are suitably pitched towards meeting the needs of the different pupils in their classes. Some teachers are very effective in using questioning to encourage deeper thinking and ensure a swift pace of learning. Both of these were evident in English, history, languages and art lessons that were visited during the inspection. Leaders are aware that, in a minority of lessons and subjects, teachers offer less suitable levels of challenge and the pace of learning is slower. Effective systems are in place to support these teachers to improve their practice. The large majority of parents responding to Ofsted’s online survey, Parent View, were very positive about the school. Many were particularly appreciative of the high-quality pastoral care; the smooth transition arrangements as children transferred from their respective primary schools; the extensive range of opportunities pupils are offered beyond the normal curriculum; and the positive way in which any incidents of bullying are managed. However, a small minority expressed concerns in relation to behaviour and some teaching. Leaders and governors are rightly prioritising actions to ensure that any incidences of poor behaviour are swiftly dealt with, and that all teaching matches that of the best in the school. Morale is high. Staff appreciate the professional development opportunities they are provided with, which are aimed at helping them to further develop their skills. They recognise that the school is improving. There is a sense of pride in Saddleworth School that is shared by staff, governors and pupils. Pupils confidently welcome visitors, are proud to share their work, and enjoy working with their teachers. Safeguarding is effective. Leaders and governors have ensured that there is a strong safeguarding culture within the school; pupils, parents and staff all understand and support the culture. Staff receive regular training. They are acutely aware of the need to monitor pupils’ behaviour, attitudes and physical appearance in order to identify any signals that may be a cause for concern, and of how they should act if they have any concerns. The system for referring concerns is used effectively. Vulnerable pupils are closely monitored and timely referrals are made to external agencies when needed. Leaders are tenacious in ensuring that pupils receive the external support they may need; this is a strength that is recognised both by pupils and parents. Pupils speak very confidently about how they are safe at school and are taught to keep themselves safe in other situations, including online. They learn about this in English and philosophy lessons, and in assemblies. Pupils understand the dangers of radicalisation and other social dangers. Inspection findings During this visit, as well as evaluating safeguarding arrangements, inspectors focused on specific aspects of the school’s provision, including: – what actions leaders are taking, and whether they are being effective, to improve outcomes for disadvantaged pupils, those who have low prior attainment and pupils who have special educational needs (SEN) and/or disabilities – whether leaders are improving pupils’ achievement in science – how effective leaders’ strategies are for improving the attendance and behaviour of disadvantaged pupils and those who have SEN and/or disabilities. In 2016 and in 2017, by the end of Year 11, pupils had made average progress in English, mathematics, languages and a range of other subjects. Progress was strong in the humanities. At the same time, the progress made by pupils in science was weak. The progress made by disadvantaged pupils was weak in English, mathematics and science and the progress of pupils who have SEN and/or disabilities and those with low prior attainment was weak across a range of subjects. The school’s current tracking information shows that outcomes are improving in science, and for these specific groups of pupils in a range of subjects across all year groups. Improvements have been made, particularly in whole-school planning and in provision for disadvantaged pupils. Currently, disadvantaged pupils are making stronger progress across a range of subjects, particularly where teachers’ planning ensures their individual learning needs are well catered for, and they are suitably challenged. They are making stronger progress in English, mathematics and science in years 7 and 10. In year 11, they are making stronger progress in English. Leaders acknowledge that there is more to be done, however, to ensure that disadvantaged pupils make progress in line with other pupils nationally. Strong leadership by the special educational needs coordinator – including good liaison with partner schools, parents and outside agencies – ensures very effective provision for pupils who have SEN and/or disabilities. Leaders are passionate about wanting the best for every pupil and relationships between staff and pupils are strong. Additional help for this group of pupils, within and outside their normal lessons, is proving effective in supporting their learning. As a result, pupils currently in the school who have SEN and/or disabilities are making strong progress. Many parents responding to Parent View were particularly appreciative of the extra support and the lesson-by-lesson feedback provided by the staff who support these pupils.