The leadership team has maintained the good quality of education in the school since the last inspection. You all have a clear understanding of the school’s strengths and areas for improvement. You are not complacent. Consequently, leaders and the local governing body are tackling weaknesses and regularly reviewing the impact of their actions. As a team, you challenge subject leaders to improve pupils’ outcomes. You keep pupils safe. You are highly ambitious for every pupil and want each pupil to succeed. You have been supported effectively by the Hastings Academy Trust. Trustees have helped leaders learn from other schools and draw on the educational expertise of the members. As a result, leaders know how they can further improve teaching and learning, as well as the school’s processes and policies to support pupils. Leaders have established a culture and ethos which uses the school’s motto ‘Pride through Success’, to raise aspirations and strive for excellence. Leaders also rightly encourage pupils to be respectful of and tolerant to all in the school and wider community. These actions have created strong, positive, working relationships between staff and pupils. Parents, pupils and staff refer to the school’s strong sense of community. Pupils told us they feel very well supported by their teachers. Most parents would recommend this school to other parents. Effective leadership of teaching means that the vast majority of pupils make good progress. Some pupils exceed age-related expectations. You showed me clear evidence that many pupils join the school at levels below those expected for their age. We agreed that the majority achieve well and attain results that compare favourably with pupils with similar starting points. From low starting points, some pupils do exceptionally well. However, disadvantaged pupils, including the most able, do not do as well as they should in some subjects. In addition to the academic curriculum, most pupils take part in the school’s ‘Expert Learner’ programme. This programme helps pupils take an active role within their community and encourages them to participate in extra-curricular opportunities. Parents and pupils commented on how this programme enriches pupils’ school experiences. At the time of the last inspection, inspectors identified that more pupils could make outstanding progress if: pupils’ literacy across all subjects improved; teachers used the good achievement information available to plan activities to match pupils’ needs and abilities; and pupils’ attendance and punctuality improved. You have implemented a whole school literacy policy, making it a key focus in all subjects. Pupils understand key words and their meaning, technical vocabulary and learn how to write effectively in a range of different contexts. Leaders have also created a comprehensive programme of intervention to support pupils who need extra support with their literacy. This action is improving pupils’ writing and reading across subjects. Teachers know their pupils’ individual needs. Where teaching is strongest, teachers apply the school’s teaching and learning policy well. Teachers use assessment information effectively to plan and challenge pupils. Pupils’ attendance has improved since the last inspection. However, you have rightly judged that it needs to improve further, especially for disadvantaged pupils and pupils who have special educational needs and/or disabilities. You are also working closely with pupils and their families to improve punctuality to school and to lessons. As a result, punctuality is improving. Safeguarding is effective. The arrangements for safeguarding are effective. All necessary checks are undertaken in the recruitment of staff and new staff are provided with safeguarding training. Staff receive regular updates throughout the year and always at the start of the academic year. All staff have read the most up-to-date guidance on ‘Keeping children safe in education’. There are clear systems that staff follow in reporting any concerns. Governors regularly check school processes and systems for safeguarding. Leaders responsible for children looked after carry out their duties meticulously. Pupils are taught how to stay safe and they feel safe in school. Parents agree their children are well cared for and are safe at the school. There is a strong safeguarding culture.