The leadership team has maintained the good quality of education in the school since the last inspection. Your principled leadership has ensured that pupils benefit from a well-rounded education and strong pastoral care. You and your highly effective leadership team are determined to provide high-quality education for all your pupils, regardless of their circumstances or ability. There is a stimulating and challenging ethos in the school, which enables pupils to make strong progress and achieve well. Morale is high at your inclusive school, and everyone shares your determination to provide the best for each pupil. Pupils continue to behave well at the school. Typically, they are kind and respectful towards each other and their teachers. There is a calm and purposeful atmosphere in lessons and during breaktimes. Inspectors saw pupils working hard in lessons and persevering with difficult topics. Most pupils present their work carefully and respond effectively to teachers’ guidance. The relatively new behaviour management system is well understood by pupils and staff alike and has brought about improvement in nearly all pupils’ behaviour. You are now working to improve the behaviour of the very small minority of pupils who find it difficult to conform to your high expectations. Pupils told inspectors that they enjoy school and appreciate the wide range of clubs and activities on offer. Most pupils attend regularly, and leaders are tenacious in supporting the few pupils whose attendance needs to improve. Leaders, including governors, ensure that pupils’ views are included in plans to improve the school. For example, pupils’ subject preferences have been included in the key stage 4 curriculum. As a result, the school has deservedly been awarded the ‘Rights Respecting Schools Gold Award’. A pupil, voicing the opinions of a group of pupils, said, ‘This is a really good place to learn. The teachers are really nice people and always willing to help.’ Since the last inspection, leaders have developed meticulous systems to track pupils’ progress at key stages 3 and 4. This ensures that any pupil at risk of falling behind is quickly spotted. A wide range of effective additional help is then provided to help pupils until their progress matches the strong rates of progress of other pupils in the school with similar starting points. You are now rightly introducing the same careful monitoring of students’ progress in the sixth form. However, your focus goes beyond ensuring that pupils leave with good examination results. Pupils’ personal development and well-being, including their mental health, have a high priority and are well provided for at your school. Leaders monitor the quality of teaching carefully and check how well it contributes to strong progress. You, together with senior leaders and governors, have an accurate view of the many strengths of the school and where improvement is possible. For example, you know that most pupils continue to make strong progress in mathematics and science. You also recognise that further improvement is possible in geography and history. Parents and carers speak highly of the school, and most parents who responded to Ofsted’s online questionnaire, Parent View, said that they would recommend the school to other parents. Parents commented that teachers help their children settle into the school quickly, so that they enjoy school. Governors provide strong challenge and support to you and other leaders. They visit the school regularly, meet with groups of pupils and analyse pupils’ achievement thoroughly. As a result, they have a very good understanding of the school’s many strengths and where further improvement is possible, such as the progress students make in the sixth form. Governors share with you a desire to listen carefully to the views of pupils. They take a professional and reflective approach to their roles. For example, they evaluate the effectiveness of their work and ensure that governors are appropriately trained. Safeguarding is effective. Governors and the leadership team ensure that safeguarding arrangements are fit for purpose and meet statutory requirements. Records are detailed, up to date and of a high quality. Before appointing staff, leaders rigorously carry out all the required employment checks. All staff and governors are trained effectively on how to keep pupils safe from abuse, sexual exploitation, radicalisation and extremism. A dedicated and highly skilled team of staff work with determination and sensitivity alongside pupils, parents and external agencies to support pupils whose circumstances make them vulnerable. All staff closely monitor their welfare.