The leadership team has maintained the good quality of education in the school since the last inspection. You, ably supported by other leaders, staff, governors and the trust, have addressed the areas for improvement from the last full inspection report and taken decisive action to act on the priorities for improvement identified at the time of the monitoring inspection in January 2015. This is an improving school. Leaders are aware of the strengths and weaknesses of the school and use their thorough analysis of a range of information to take action to improve provision and outcomes for pupils. The impact of these strategies can be clearly seen in the marked advancements in pupils’ behaviour, attendance and academic progress, the quality of teaching, learning and assessment and safeguarding procedures. Systems have been refined and staffing has been restructured to reflect the high expectations leaders have of themselves, staff and pupils. The vast majority of pupils make good progress. This is reflected in improved outcomes at the end of key stage 4 in a range of qualifications. Achievement has improved since the last inspection and pupils made faster progress than the national average in 2016 and 2017. Progress was particularly strong in courses that lead to a qualification other than GCSE in 2017. Current pupils are making good progress in a range of subjects, including English and mathematics. Achievement in English has improved markedly since the last inspection and results in mathematics improved in 2016. However, Year 11 pupils made slower progress in mathematics in 2017. Improving outcomes in mathematics remains a priority for the school. Disadvantaged pupils are making good progress in most year groups. In 2016, they made similar progress to other pupils at the end of key stage 4 and in 2017, they made faster progress than other pupils nationally. However, their attainment remains lower than that of other pupils. The leadership of teaching and learning is strong. Detailed analysis of the quality of teaching, learning and assessment leads to focused support and tailored professional development opportunities to help staff improve their practice. Staff value the training that they are given and performance management is used well to address school and individual priorities. There is some very high-quality teaching in the school. Leaders are aware that not all teaching matches the best that is evident in the school. The most able pupils are not consistently challenged in order to attain at the highest level and, at times, pupils are not given opportunities to explore concepts in depth. However, strong practice is shared and most teaching is at least consistently good. Teachers take account of the prior learning of pupils in their planning. They provide activities that effectively develop and extend pupils’ skills and understanding both in class and through homework tasks. Pupils value the homework that they are set as they find it helps them with their learning in lessons. Teachers routinely set purposeful homework. Staff use questions well to prompt pupils to recall relevant knowledge and apply their learning to new problems. Where questions are used most effectively, they are targeted to individual pupils to check and deepen their understanding. This helps them take more responsibility for their learning so that they can develop their skills in working independently. Pupils work well in groups in a positive and productive atmosphere. They are given opportunities to review and discuss their learning and, as a result, they improve their understanding through speaking as well as writing. Pupils are given helpful feedback on a regular basis and they are proud of their work. They behave very well in class. There have been marked improvements in the standards of behaviour since the last inspection. Pupils who find it difficult to manage their own behaviour are supported well and the use of sanctions, including exclusions, has declined. Leaders are now thoroughly analysing the information that they have about pupils’ behaviour and attendance so that appropriate actions can be rapidly implemented. The pastoral team has used this information to secure substantial reductions in the number of behaviour incidents and has taken effective action to improve attendance and diminish persistent absence over the last two years. Pupils want to come to school and behave well. The promotion of personal development and welfare is a strength of the school. Pupils are polite and considerate and respect other people. They are well cared for and know who to talk to if they are concerned about anything. They are proud of their school. The school’s strong work in this area was recognised by the Department for Education in 2016. The school was regional winner of the Character Award, which celebrates achievements in the promotion of perseverance, resilience, respect and collaboration. Safeguarding is effective. All safeguarding arrangements are fit for purpose. Governors ensure that safeguarding duties are met. There is a strong culture for keeping pupils safe. Safeguarding is very well led and all staff know that it is their responsibility to keep pupils safe. They have received thorough training and take appropriate action if they have a concern about a pupil’s welfare. Processes are robust and concerns are followed up tenaciously. Referrals are timely and outside agencies are used effectively. Procedures to recruit, select and check staff are thorough and the school’s single central record is compliant. Pupils are taught to stay safe in a range of situations. High-quality work to help pupils protect themselves from grooming and child sexual exploitation has been praised by a senior social worker and is used by the local police as an example of best practice. Staff have a clear understanding of their ‘Prevent’ duty and links with the Staffordshire police Prevent Team are strong. This helps to further protect pupils from the risks of radicalisation and extremism. Inspection findings Leaders and managers have taken effective action to improve the school since the last inspection. Senior leadership is strong and middle leadership is developing. Variability in the quality of subject leadership has been addressed and underperforming subjects, such as mathematics, are now well led. Other subjects, such as English, continue to be well led. Governance is strong. Governors know the strengths and weaknesses of the school and use this information to hold senior leaders to account. Governors have a range of skills and experiences and offer appropriate support and challenge. They are committed to improving provision and outcomes for pupils at the school. The Co-op Academies Trust provides high-quality training, subject specific support and leadership development opportunities. Senior members of the trust visit the school regularly, meet with the principal and other staff and ensure that reports outline clear and helpful actions that leaders need to take.