The leadership team has maintained the good quality of education in the school since the last inspection. You and your team are aware of the strengths and weaknesses of the school and use your analysis of a wide range of information to take action to improve the provision and outcomes for pupils. The effect of these strategies can be clearly seen in the marked improvements in, for example, pupils’ behaviour, attendance and attitudes to learning. These have had a positive impact on the quality of teaching, learning and assessment. Systems have been refined and staffing has been restructured to reflect the high expectations that leaders have of themselves, staff and pupils. Your plans, although detailed and successful in identifying the areas of the school that need further improvement, require further refinement to include how the impact of actions will be measured to inform next steps. The school’s previous inspection in January 2013 identified the need to ensure that teachers use information about pupils’ skills and progress to plan the next steps in pupils’ learning. You have addressed this aspect of your work effectively. In most areas of the curriculum across the school, staff use the detailed information that the school regularly gathers about pupils’ previous learning to focus teaching so that pupils make good and better progress. This is particularly the case for disadvantaged pupils and pupils who have special educational needs (SEN) and/or disabilities. Guided by the senior team and the increasingly confident and strengthened subject leaders, staff prepare detailed and pupil-specific plans that ensure good progress. Staff are generally skilled at setting pupils stimulating tasks that test their resilience and encourage autonomy. However, you are clear that more still needs to be done, especially in the primary area, to extend and challenge most-able pupils. Classroom routines and generally high expectations across the school encourage pupils to use their initiative and apply their skills. There has recently been some turbulence in governance at the school. However, governors have acted promptly to address this. They have been effectively supported in their actions by officers of the Church of England Diocese of Leeds. The diocese and governors know the school well. They are clear about what needs to be done to continue to improve and consolidate the school’s progress. A particular strength of governors is the increasingly effective links they have established with middle leaders in particular areas of the school. These links have enabled governors to gain useful insights into the school and helped to ensure that they are not relying solely on information from senior leaders about how well the school is doing. Pupils feel safe at school. Relationships between adults and pupils and between pupils are cordial and open. This means that there is an atmosphere of mutual respect and care in the school. This has a very positive impact on learning and pupils’ progress. Pupils have noticed the significant improvements in behaviour at the school. They are also clear that these improvements are the result of measured, consistent and carefully planned actions by you and your staff, rooted in a zero tolerance of unkind behaviour and a positive emphasis on mutual respect and care. This attitude is very evident in the classrooms that inspectors visited. In these lessons, learning moved on swiftly because pupils, including those who have SEN and/or disabilities, felt at ease and knew that their views, honestly shared, would be taken seriously. Teachers encourage pupils to develop and deepen their learning, skills and understanding through deft, and often demanding, questioning. Pupils, including disadvantaged pupils, rise to this challenge. Your work to develop pupils’ social, moral, spiritual and cultural awareness is a strength of the school. You have structured into the school day opportunities for all pupils to silently reflect and come together to talk about important issues such as democracy and their responsibilities to themselves and each other. Pupils told us that they appreciate this. Across the school inspectors saw many examples, both in class and around the site, of pupils taking careful account of others’ needs and views. You have worked effectively and diligently to improve attendance at the school. Historically, poor attendance has been an issue. As a result of your actions and those of your staff, supported effectively by governors and officers of the local authority, attendance is improving strongly, particularly in the primary area and sixth form, and is close to the national average. You have supported parents and carers in understanding the importance of regular attendance for pupils’ safety, well-being and outcomes through targeted conversations and events at the school. You and your staff are tenacious in engaging with the parents of the small group of pupils whose attendance is still not yet good enough.