’ below) are well supported by inclusion assistants who greet pupils every morning, check they are ready for the day and provide instant practical and emotional support for those who need it. They work closely with family liaison officers, involving external support as necessary. As only a very small number of pupils attend off-site provision for one day, their personal development and welfare is supported by the school. Nevertheless, leaders check regularly that these pupils turn up, behave well and make the most of their training. Behaviour The behaviour of pupils is outstanding. They move seamlessly between lessons and relax sensibly in the large, litter-free atrium during breaks. Their attendance is now average; many of them arrive very early in the morning and enjoy the quiet time before school begins. The number of persistent absentees has decreased since the last inspection but the school continues to tackle absence firmly. Pupils behave extremely well in lessons. They are attentive, keen to learn and work hard. Their selfconfidence grows in Year 7. They quickly learn the importance of respectful, positive relationships with staff and make friends in their mini schools and with other pupils in their teaching groups. Tutor sessions, assemblies, EFC projects and many subjects cover sensitive topics skilfully. A Year 11 religious education lesson helped pupils to discuss homosexuality thoughtfully and to see why bullying related to homophobia or alternative family arrangements is unacceptable. Pupils and teachers say that bullying is very rare but dealt with immediately and effectively by the inclusion team.