Pupils are friendly, courteous and polite. They say that they are happy and that they feel safe. Pupils’ relationships are shaped by the ACHIEVE values of the school, which stands for 'Ambitious, Collaborative, Happy, Integrity, Endurance, Versatility, Excellence’. Pupils behave well in lessons and around the school. They told us that bullying is rare and, when it does happen, staff deal with it quickly. Pupils are knowledgeable about women’s rights, black history, diversity and equality. They are well versed in terminology relating to sexual orientation and gender identity. They appreciate the different contributions that everyone can make. Younger pupils welcome the support offered by sixth-form students for their welfare and well-being. The school is rightly proud of its extra-curricular provision. It offers over 50 different clubs and activities before, after and during school. Provision covers sport and music as well as mathematics, psychology, confidence, cookery, gardening and Latin. Pupils are also actively involved in the Duke of Edinburgh’s Award scheme. Governors and leaders are ambitious for what pupils can achieve academically and how they can develop personally. The curriculum is broad and personalised. It is designed well to meet the needs of all pupils. Parents and guardians speak enthusiastically about the school. They value the school’s commitment to academic and personal development. What does the school do well and what does it need to do better? Leaders and staff are ambitious for pupils, including disadvantaged pupils and those with special educational needs and/or disabilities (SEND). They have a good understanding of the school priorities and address them with determination and commitment. Governors are ambitious and knowledgeable about the school. The curriculum is aspiring. Starting points reflect what pupils already know and the curriculum has been carefully tailored to help pupils catch up. The programme for personal, social and health education (PSHE) covers careers, citizenship, relationships and sex education. Middle leaders articulate how the curriculum has been matched to the national curriculum and beyond. For example, in history, the curriculum includes lesbian, gay, bisexual, transgender and questioning (LGBTQ+) history. The theme is sensitively picked up across other subjects in the curriculum. The English department has worked hard to address shortcomings in pupils’ writing skills. Reading is emphasised across the school. Oracy is encouraged through deep questioning. Subject-specific vocabulary is highlighted. Sixth-form students receive reading lists that help to expand their knowledge beyond the taught curriculum. Pupils with SEND are well supported and achieve as well as their peers. Disadvantaged pupils are known to the teachers, who have a range of strategies to support them. However, these pupils are still not achieving as well as their peers, especially since the COVID-19 pandemic. Teachers’ subject knowledge is particularly strong. Most teachers are subject specialists. They use their knowledge to support pupils and identify common errors and misconceptions. Teachers ensure that assessment opportunities are planned and carefully moderated. Behaviour is calm around the school site and conducive to learning in lessons. Interactions are courteous and respectful. Teachers quickly pick up any inappropriate behaviour. Behaviour in the sixth form is exemplary. Sixth-form students are good role models for the rest of the school. Pupils are confident about the support available to teach them to be safe. This includes online information and communication technology lessons, assemblies, tutorials and PSHE work. Pupils are respectful to one another, and polite and friendly to visitors. All pupils spoken to enjoyed school and showed pride in being part of the school community. British values, and pupils’ moral and social responsibilities, are strongly supported across the curriculum. Content has been cross-referenced to identify where these topics are incorporated into the curriculum, but the school accepts that further development work is needed. The school is committed to careers education. It aims to ensure that pupils and students are ambitious in their career aspirations, as well as having the versatility to adapt to the modern-day job market. Disadvantaged pupils, including those with SEND, are particularly well supported to make appropriate and aspirational career choices. Sixth-form students study hard and achieve well. A significant number join the sixth form from other schools. Students act as mental health ambassadors and look after younger pupils. They understand consent and know about healthy relationships. Last year, 115 students went on to study 83 different courses at 46 different universities.