The leadership team has maintained the good quality of education in the school since the previous inspection. You have a clear vision for your school. Your vision is that pupils will develop emotionally as well as academically. Staff and governors share your vision. Parents and carers spoken to during the inspection also understand this vision. They were able to give examples of how their children’s learning and selfesteem had developed. Parents value the care and attention that their children receive while at your school. Your staff have a detailed understanding of each pupil’s needs. They work closely with parents to support pupils to develop as individuals. Parents spoken to during the inspection all valued the high quality of communication with staff. The move to a new building has enabled you to create a calm, safe, welcoming environment for pupils and their families. Staff are proud to work at the school. They gain much from the opportunities for professional development that are offered. Staff also value the importance that leaders place on staff well-being. Pupils and their families benefit from the dedication and commitment of leaders and staff at the school. One comment by a pupil typified their views, ‘This is the best school in Liverpool. It’s like our family.’ At the time of the previous inspection, leaders were asked to increase opportunities for writing across the school. In order to address this, you have appointed a literacy coordinator. A review of the opportunities for writing across all subjects has taken place. All staff have received training in how to develop pupils’ writing skills. As a result, writing now has a far higher priority within the school. We saw evidence of high expectations for writing during lessons and in pupils’ books. A recent pupil survey shows that there is a very positive attitude to all styles of writing. The school is now part of a pilot project in the local authority to promote writing in schools in the area. At the previous inspection, inspectors also asked leaders to improve the progress made by pupils in mathematics and writing. There is now a system in place for assessing the ability of pupils when they join the school. This enables teachers of mathematics and English to understand what each pupil can achieve. Pupils’ progress is carefully monitored through termly assessments. Teachers in mathematics and English use this assessment information well to inform their planning. As a result, teachers are able to challenge pupils effectively. School information shows that the majority of pupils are making progress at, or above, the rate that is expected of them by the school. Those pupils not making good progress receive individualised support. As a result of the improvement in progress in mathematics and English, some pupils are now being entered for GCSE examinations. In the wider curriculum, the use of assessment data to inform planning is less effective. As a result of this weakness, progress, although good, is not as strong in other subjects as it is in English and mathematics. Safeguarding is effective Leaders have ensured that safeguarding procedures are thorough and fit for purpose. Staff carry out checks to ensure that governors and adults employed at the school are suitable to work with pupils. Staff receive appropriate training, which keeps them informed about the school’s policies and procedures. The safeguarding and welfare of pupils are high priorities for all staff. Procedures are in place to ensure that pupils are safe when they exhibit challenging behaviour. Staff receive training to manage these situations safely. Parents value the level of care their children receive during such episodes. The leadership team’s approach to promoting e-safety is thorough. Leaders monitor pupils’ internet usage at school closely. Pupils know how to stay safe online and are aware of how to use social media safely. Inspection findings I was interested to know whether governors are effective at holding leaders to account. In discussions with governors, it was clear that they know the school well. They were able to clearly describe the ethos of the school. Governors have a thorough understanding of the work of the school. Through visits to the school, governors can see the effect of decisions that they make.