The leadership team has maintained the good quality of education in the school since the last inspection. Since the last inspection, you have appointed an experienced head of school, who has a clear focus on the necessary improvement priorities and has been quick to identify any barriers which have the potential to slow progress. The recent focus on pupils’ learning conduct has already resulted in an environment across the school where further improvements, with strong and focused leadership, can be made rapidly. Governors know the school’s strengths and weaknesses well. They are committed to supporting the school and bringing about any necessary improvements to move the school from good to outstanding. They work closely with the school’s leaders and hold them to account effectively. At the last inspection of your predecessor school, you were asked to improve the quality of teaching further by developing leadership to ensure that pupils improved their work after they have received guidance from their teachers. You have developed a system of checking on the quality of teaching, learning and assessment which involves leaders at all levels. As a result, you can effectively identify where professional support is required for teachers. Any weaknesses in teaching can, therefore, be tackled quickly. Because of these actions, pupils now experience some improvements in the consistency in the quality of teaching across the school and across subjects. You are aware that there is further work to do, to remove the remaining inconsistencies. You have identified that mathematics is a weakness and have taken appropriate steps to strengthen leadership of the subject. A recently appointed middle leader has introduced structure and rigour into the assessment processes the department uses. However, more work needs to be done to ensure that the recently introduced assessment methods are applied consistently by teachers, and are used positively by pupils, so that they make even better progress in their learning. Leaders have an accurate view of pupils’ progress through the regular analysis of school progress information. You recognise that the progress of those pupils who are disadvantaged and those with special educational needs and/or disabilities (SEND) has fallen behind those others nationally who have similar starting points. The focus on these pupils is now a priority and signs of improvement are evident, particularly in the older year groups, and in the provisional results for those pupils in Year 11 who left the school in 2018. However, more improvement is required across all year groups and all subjects, to ensure that those disadvantaged pupils and those with SEND, who are not meeting expectations, are both challenged and effectively supported, so that they make better progress. You have rightly identified that the levels of exclusion and absence for pupils who are disadvantaged or those with SEND have, in the past, been too high. You have applied a range of strategies to combat this trend with some success and have made some improvements. You acknowledge, however, that there remains further work to do to reduce levels of exclusion and absence further. Many parents and carers responded to Ofsted’s survey, Parent View. Their responses were overwhelmingly positive, and they reported that, in their view, the quality of pastoral support and care for pupils was of a very high standard. Some parents raised concerns about the effectiveness of communication between themselves and the school. However, you are working hard to engage with parents in the community, and are using any feedback such as this to improve your practice. Safeguarding is effective. Leaders have ensured that the arrangements for safeguarding are effective and fit for purpose. Staff receive appropriate and regular training in child protection procedures. They are confident in their understanding of the actions they would need to take if they have any concerns about pupils. The designated safeguarding leader can demonstrate knowledge and experience through the records kept. These records evidence the prompt actions the school takes when safeguarding concerns arise. The school was able to provide documentary evidence of actions it had taken where staff had raised concerns about the safety and welfare of pupils. This evidence reflected a culture of responsibility towards the safeguarding of pupils and a tenacity to investigate safeguarding issues. There is a determination to ensure that the safeguarding of the pupils in the school is high priority.