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. The school has increased its admission number since the previous inspection. It is oversubscribed. You were appointed as headteacher at the start of this school year, having previously been head of school, working with the last headteacher. The school has also appointed a new deputy headteacher. He has also been in that post from the start of this school year. You have clarified other senior leaders’ roles. In addition, you have extended the roles of some middle leaders to give them responsibility for aspects of school life across the school. With these changes, leaders have been able to build on the school’s previous successes and find ways to improve further. The school runs very smoothly from day to day. The school’s ethos of care of and commitment to each pupil reflects its Catholic foundation. The school takes its religious background seriously. This is done in a welcoming way. Staff ensure that the school is open and friendly. Pupils value the differences between people. Pupils understand why it is important for everyone to get along with each other. One example of this is the way that the school has developed strong systems to ensure that any pupils with mental health needs are well supported. A central feature of this work is that much has been led successfully by pupils. The school’s expectations of pupils are high. These include how well pupils achieve, as well as their attitudes towards learning. Classes are calm and hard-working. Inspectors saw no instances of significant poor behaviour or disruption to learning. Leaders have a detailed and accurate view of the strengths of the school. You are also clear about the things that you can improve further. For example, leaders identified that the strong teaching and learning in the school could be improved. Over time, the school has used a successful programme of training, together with research, to understand what is likely to work well. However, you are not shy to think again if you determine that an approach is not helping pupils as much as possible. At the previous inspection, inspectors judged that teaching for some pupils, including those with special educational needs and/or disabilities (SEND), did not help them to achieve as much as possible. This was one of the triggers for the school’s work to further improve teaching and learning. The honesty and thoroughness of the school’s approach are indicated by the way that leaders extended the challenge to refine provision for pupils with SEND to encompass all pupils. Staff at the school know pupils very well. The school has recently introduced regular meetings to discuss each pupil’s progress. These are followed up, when needed, by carefully planned actions that are subsequently analysed for their success. This means that pupils who may have been at risk of falling behind in their learning, or who have wider concerns that may have been missed, are now even better supported to do as well as they can. At the same inspection, inspectors also told the school that pupils’ attendance was not good enough. Leaders have ensured that there have been some improvements to attendance, particularly for younger pupils. Your plans include strategies to raise attendance further and, in so doing, to help pupils to make the most of the opportunities that the school provides. An overwhelming proportion of the parents and carers, as well as members of staff, who shared their views on Ofsted’s inspection questionnaires were positive about the school. For example, 95% of parents who responded to their questionnaire, Parent View, would recommend the school to others. Safeguarding is effective. Leaders and governors have ensured that there is a strong culture of safeguarding in the school. Staff understand the importance of safeguarding pupils. There is also a systematic approach to training staff about the things that they need to know to ensure that pupils are safe. This all leads to pupils being well protected. When needed, leaders liaise carefully with agencies outside the school so that pupils receive the help and support that they need.