The leadership team has maintained the good quality of education in the school since the previous inspection. Together with senior leaders, you have led a successful drive to improve teaching and learning. Senior leaders are proven, successful teachers, offering strong support and expertise to colleagues at various stages of their career so that the quality of teaching continues to improve. Staff receive regular professional development opportunities to develop their skills, including in leadership. When new initiatives are started, leaders ensure that staff have the right training and subject knowledge to equip them for their roles. This approach successfully tackles one of the areas for improvement from the previous inspection. Staff morale is high. All who expressed a view said that they felt proud to be part of the staff team. Senior leaders have a thorough understanding of the strengths of the school and the areas that need to improve. Improvement plans contain clear, measurable success criteria so that leaders at all levels can be held closely to account. Middle leaders also understand how well their subject is taught and how well pupils are achieving. They undertake a range of monitoring activities, including observing teaching and scrutinising pupils’ work, to check that teaching is enabling pupils to achieve well. Pupils enjoy coming to school. They find lessons interesting and challenging because teachers find ways of making sure that all pupils understand. One boy explained, ‘Everyone is treated in a way that will help you achieve what you need to achieve.’ Pupils know that they will also find help from their classmates if they start to struggle. Teachers have high expectations of pupils. They plan carefully, making sure that lessons are adapted to meet the needs of all pupils including, in particular, the most able pupils. Consequently, pupils, whatever their level of ability, have positive attitudes to learning, work hard and are proud of their successes. The school’s Catholic values play a vital role in the school. These values have a wholly positive impact on pupils, helping them to develop as confident, caring individuals with a clear sense of right and wrong. Pupils have a thorough understanding of equality and are clear that there is no derogatory language or name-calling. They are confident that any new pupils to the school would make friends quickly in this harmonious, happy community. Pupils enjoy taking up the many opportunities to assume responsibility in the school in such roles as peer mediators and as part of the chaplaincy team. Parents are positive about the school. One said: ‘I have found the headteacher and all other staff… to be friendly and dedicated to the school and its pupils.’ Senior leaders and teachers have worked hard to involve parents in their children’s education. Parents feel well informed about how well their children are doing, including through attending weekly drop-in session in classrooms. An increasing number of parents also attend the various events held in the school to help them support their children’s learning at home. The local academy committee contains a range of members with the right skills and experience to provide senior leaders with robust support and challenge. They know the school well because members ask questions, analyse published information about outcomes and visit the school to undertake a range of monitoring activities. The chair explained, ‘We see it and feel it for ourselves.’ This approach has successfully tackled another area for improvement from the previous inspection. Safeguarding is effective. The leadership team has ensured that all safeguarding arrangements are fit for purpose. The school has a strong culture of safeguarding, where everyone accepts and embraces their responsibility for keeping pupils safe. Staff have a clear understanding of safeguarding because leaders ensure that all are trained before they start working at the school. Leaders also provide staff with regular updates so that everyone has the latest information and advice about keeping pupils safe. All staff understand how to recognise the signs that a pupil may be at risk and how to report and record their concerns. When the need arises, senior leaders work closely with external agencies to secure the well-being of vulnerable pupils and families. Pupils feel safe in school. They are kind and thoughtful to each other because the school’s values expect this of them. Pupils understand what bullying means, including cyber bullying. They say that bullying almost never happens, but that when it does it is dealt with quickly and decisively. Pupils learn how to stay safe in a variety of situations, including if caught in a fire, on the road, and when online.