This is a very friendly school, and pupils enjoy coming in each day. Pupils’ kindness towards each other is underpinned by the school’s Catholic ethos and their ‘ASPIRE’ values of respect and positive relationships. Pupils and teachers often talk about the school as being ‘like one big family’. They celebrate the range of different cultures and backgrounds that make up their school community. Pupils say that bullying rarely happens but they trust their teachers to resolve any issues quickly. Pupils know that staff have high expectations of what they can achieve and this motivates them to work hard. Pupils take responsibility for their learning. They understand their next steps for improvement and know how to work independently when required. Pupils achieve extremely well and take pride in producing work of a consistently high standard. Pupils and parents value greatly the way the school provides personal support and development opportunities as well as promoting academic success. Explaining why she chose to send her children to the school, one parent commented, ‘I wanted them to have a fantastic education, and to know they are somewhere they are nurtured and really cared for as individuals.’ What does the school do well and what does it need to do better? Leaders have achieved their aim that pupils’ learning is ‘enhanced’ beyond what they need to know for examinations. Pupils enjoy their learning because leaders have planned a curriculum that is highly ambitious and engaging. Teachers plan lessons which build step by step from what pupils already know. This approach is informed by their precise and well-considered checks on pupils’ learning. As a result, pupils typically comment on how lessons focus on exactly what they need to know. This approach is particularly beneficial in meeting the needs of pupils with special educational needs and/or disabilities (SEND). Relationships between pupils and teachers are characterised by mutual respect and high expectations. Pupils’ attitudes towards learning are highly positive as they recognise the value of every lesson. Low-level disruption is extremely rare. Teachers apply the school’s behaviour policy consistently, although they rarely have cause to use sanctions. Leaders quickly identify any pupils who are struggling to manage their behaviour and put in place effective support. Leaders prioritise pupils’ personal development through making sure there is a wide range of clubs and trips that pupils can attend. Many of these focus on sports and the performing arts. Others include outdoor skills, chess and philosophy. Participation is high because there is something for everyone. The newly established Afro-Caribbean society proudly celebrates diversity in the community. Pupils with SEND particularly appreciate the bespoke clubs designed to meet their needs. Leaders have ensured that pupils are well prepared to make decisions about their futures through a comprehensive programme of careers education. Pupils feel inspired by opportunities to meet employers as well as take part in work experience. A key strength of the programme is the individual support and guidance pupils receive about their future career and education. All pupils benefit from this work and those who are disadvantaged or those with SEND are prioritised. Governors have a strong understanding of the school’s strengths and those areas which are still developing. They are very knowledgeable about their responsibilities. The school’s caring culture extends to staff as well as pupils. Leaders are mindful of staff workload when making decisions. Staff appreciate that leaders are approachable and always take time to listen. Like pupils, staff enjoy coming to school and feel part of a strong team.