The leadership team has maintained the good quality of education in the school since the last inspection. Leaders have high expectations and strive to improve the quality of teaching and outcomes for pupils. Under your leadership, there is a clear-sighted focus on improving GCSE outcomes, combined with a deep-seated moral commitment to serving the needs of the young people in the area, especially the most vulnerable. You rigorously check and evaluate all aspects of the school’s work and plan effective actions to tackle identified weaknesses. The staff share your vision and work hard to maintain the school’s many strengths and improve the school further. Staff value the support they receive, your focus on their wellbeing and the ‘open door’ policy that allows them to discuss both professional and personal issues with senior leaders. Pupils behave well and respect each other, staff and visitors. They are positive about the school and feel supported, both academically and pastorally. Pupils spoke to inspectors about the breadth of opportunities offered both during the school day and after school. A typical comment from a parent reflects this commitment to enrichment opportunities: ‘There are so many extra-curricular opportunities to develop each child and my daughter’s confidence, self-esteem and positivity have been developed greatly.’ The governing body uses its breadth of skills and experience to hold leaders to account effectively. Governors know the school’s strengths and weaknesses well. They analyse and interpret data accurately and ensure that the school’s resources and any funding it receives are used well to improve outcomes for pupils. The governing body ensures the school maintains and strengthens its links with the local community. The previous inspection report identified that all teaching should be at least good and that all teachers, including those in the sixth form, set tasks that stretch and challenge pupils of all abilities to ensure they reach their full potential. Leaders have taken effective action to improve the quality of teaching, including the use of professional development and support from another school. Lesson observations by senior and middle leaders, as well as the views of pupils have been used to measure the impact of this work. As a result, there is now more consistency in the sharing and use of best practice, for example in the use of questioning in lessons and the setting of homework. This has led to pupils of all abilities making greater progress in most subjects, particularly English and mathematics. However, leaders recognise that they have been less successful in bringing improvements in science. An improvement plan is being implemented by leaders in order to address this. Safeguarding is effective. Safeguarding is a strength of the school. Senior leaders and governors have ensured that all safeguarding arrangements are fit for purpose and that a culture of safeguarding permeates the school. Staff are clear about safeguarding systems, processes and their responsibilities. Detailed and accurate records are maintained securely. Recruitment checks and the maintenance of the school’s record of these are secure. All staff and governors have been trained on how to keep pupils safe from abuse, sexual exploitation, radicalisation and extremism. The governing body routinely checks that all processes and policies are secure and that the school’s records are thorough and complete. One governor provides expertise on how to improve the security of the school site. Consequently, there has been an investment in technology in order to minimise any associated safeguarding risks. A dedicated team of staff, coordinated by the designated safeguarding leader, supports vulnerable pupils. These staff work with determination and sensitivity with pupils, parents and external agencies. Robust procedures are in place to follow up absence. Child protection practice is effective and timely action is taken to seek external help for pupils when need be. Pupils continue to attend school and achieve well. The vast majority of parents who responded to Ofsted’s online questionnaire, Parent View, said that their children are safe at school. Similarly, responses to Ofsted’s staff questionnaire overwhelmingly supported the view that pupils are safe at the school. Pupils confirmed this. Pupils spoke to inspectors confidently about who to go to if they have a concern, the school’s anonymous reporting of safeguarding incidents via the school website and about their understanding of school safeguarding processes, such as lockdown. They said that bullying is rare, and is dealt with consistently and effectively, should it occur.