You have worked purposefully and with resolve to maintain the good quality of education in the school since the last inspection. Crucially, you have made sure that the school has adapted and developed in response to pupils’ rapidly changing needs. You have secured the strong support of senior leaders and staff who share your deep commitment to achieving the best possible outcomes for the children and young people you serve. Pupils have positive attitudes to learning. They work hard, apply themselves well and are determined and increasingly resilient learners. This is because teachers develop their social communication and interaction skills well, and set work which is interesting and challenging. Pupils told inspectors that you give them the help they need and, importantly, that you make sure they know how to improve their work. Indeed, pupils were full of praise for the care and patience with which you guide and support their learning. Occasionally, however, the most able pupils are not given challenging enough work and, as a result, they do not develop and deepen their understanding or learn how to use and apply their knowledge and skills. Inspectors identified two areas for improvement at the school’s last inspection: first, to improve teaching by making sure that pupils are well supported by teaching assistants and are set work which is closely matched to their different levels of ability; and second, to increase pupils’ progress in mathematics. You have tackled these areas for improvement well. Teaching assistants are supporting pupils’ learning more effectively. This is because they have better subject knowledge and are more skilful in questioning pupils and breaking tasks down into small and achievable steps. Similarly, you have developed the mathematics curriculum and improved the teaching of mathematics. As a result, rates of progress have increased and more pupils are achieving entry level and GCSE mathematics qualifications at the end of Years 10 and 11. This is helping them to be better prepared for post-16 education and training. You have transformed the way you assess and track pupils’ progress since the last inspection. You already have a clearer picture of pupils’ starting points and the progress they are making in English, mathematics and a range of other subjects. You are using this information to develop teachers’ practice and improve pupils’ learning and progress. You have a realistic view of the effectiveness of these new systems and know that more work is needed to fully embed the changes you have made. Governors keep a close eye on all areas of the school’s performance and work effectively with you and the wider staff team. Governors value the high-quality reports and information they receive about the quality of teaching, learning and assessment, and the progress pupils make. They use this well to challenge you about how you are improving the quality of education and the outcomes pupils achieve. You use additional funding, including the pupil premium, well and make sure that disadvantaged pupils are making strong progress in English and mathematics. However, you do not set clear or measurable enough targets for improving the attendance of disadvantaged pupils. This means that it is difficult for you, senior leaders and governors to check whether the actions you are taking are having the intended impact. The actions taken by you, your senior and middle leaders, and governors have placed the school in a strong position to secure further improvement. Safeguarding is effective. You have ensured that all safeguarding arrangements are fit for purpose and records are detailed and of high quality. You and your staff are knowledgeable about the things that make children and young people vulnerable. You make sure that concerns about pupils are identified and reported in a timely way, and that prompt and robust action is taken to keep pupils safe and protect them from harm. Importantly, you make sure that pupils know how to stay safe – for example, when they are using computers, mobile phones and the internet. You work closely and effectively with other professionals and services to make sure that pupils who are looked after by the local authority are well supported. You systematically check their attendance, learning and progress, and intervene quickly when they need additional help.