The leadership team has maintained the good quality of education in the school since the last inspection. You and other senior leaders have high aspirations for pupils because you want the very best for them. Consequently, you lead with purpose and determination. Other staff are also expected to demonstrate these qualities in their work. They are happy to do so because staff share the view that the pupils are at the heart of the school’s work. Middle leaders appreciate the trust placed in them by senior leaders to do their jobs. They feel encouraged to take risks and invest in their professional development. This approach helps staff to take pride in their work and responsibility for their career progression. As you put it, ‘We believe in growing our own.’ Leaders are well supported by governors, who are passionately committed to the school. They are knowledgeable about many aspects of the school’s work and bring a range of experience and expertise to the full board. Governors are increasingly providing robust challenge to senior leaders. However, they would be assisted further in this work if they had a more detailed understanding of achievement information. Leaders, governors and the wider staff have nurtured a school culture in which pupils are known as individuals, in spite of the school’s large size. They feel valued because the school’s ethos is inclusive and recognises that everyone is different. One governor commented to me, ‘We put the child first.’ Pupils also reported that they are well cared for, enjoy their school experience and feel comfortable. One pupil told me, ‘school is a fun and safe environment’. Furthermore, you have a strong, productive relationship with nearly all your parents, who are supportive of your efforts to improve the school. The vast majority of parents who responded to the online survey Parent View would recommend the school and agree that is it well led. Leaders’ high expectations and commitment to staff professional development are improving the consistency of teaching across the school. Teachers use their good subject knowledge to plan interesting, challenging and engaging activities. Consequently, pupils respond well to teaching. For example, in one observed history lesson the teacher engaged Year 10 pupils in an interesting class discussion. The discussion focused on how conventional understanding of medicine was challenged by Vesalius in the 16th century. Pupils were interested and wanted to find out more. Pupils’ behaviour is good in lessons because of the quality of teaching. They listen attentively to their teachers, follow instructions promptly and settle to tasks quickly and conscientiously. No low-level disruption was observed during the inspection. Pupils’ behaviour is equally good outside of lessons around the school site at breaktimes. They are pleasant, friendly and courteous. Pupils treat each other and adults with consideration and respect. At the beginning of the inspection, we agreed on the key lines of enquiry to be considered during the day. These included establishing the effectiveness of actions taken to raise achievement for pupils across the curriculum, particularly pupils who have special educational needs and/or disabilities. We also considered the quality of pupils’ welfare, including establishing whether attendance is improving and exclusions falling. Finally, we considered whether safeguarding is effective. These lines of enquiry are considered below under ‘Safeguarding’ and ‘Inspection findings’ where they have not already been referred to. Safeguarding is effective. The designated safeguarding lead, supported by the wider team, is proactive and tenacious in his work. He ensures that appropriate systems are in place to protect vulnerable pupils and monitors them closely. All staff are given appropriate child protection training and know whom to speak to should they have any concerns about a child. Referrals are securely kept online and well organised so that the chronology of events is clear. This enables staff to take prompt, effective action to keep pupils safe. The safeguarding team knows these pupils well. Staff liaise effectively with external agencies and are persistent in their efforts to secure the support that pupils need. Checks to ensure that staff are suitable to work with children are up to date and complete. Staff and governors involved in recruitment are also appropriately trained to ensure that staff joining the school are suitable. The large school site is increasingly secure because leaders have reviewed provision and made changes accordingly. Consequently, gates that have not been fit for purpose have been replaced. Moreover, CCTV has been installed and the site supervision team ‘keep a close eye’ on the site’s perimeter.