You and other senior leaders have successfully raised expectations and embarked on an ambitious journey to improve the quality of teaching and the outcomes that pupils achieve. In the short time that the senior leadership team has been in place, you have created a school culture in which all staff and all pupils are expected to achieve their best. These ambitions are shared by teachers and support staff throughout the school. Parents and staff recognise the improvements that have already been made, and the momentum for further improvement is supported throughout the school community. This increased sense of purpose is clear from the time that pupils arrive at the school. Leaders have worked hard to make the school site attractive, and staff warmly greet pupils as they arrive at school. The well-organised start to the day gives a clear message: this is a welcoming environment where pupils are expected to work hard. Pupils respond very well to this ethos and are positive about their experiences in school; they trust the adults who support them, and the positive relationships that exist between them are a significant strength of the school. Adults help pupils build and maintain friendships well. The sense of achievement in lessons when pupils make significant steps forward in their learning and behaviour is equally celebrated by both adults and pupils. For example, in one lesson a pupil demonstrated his increasing knowledge of sign language enthusiastically, and this was generously applauded by staff and pupils, as well as by the senior leader who had joined the lesson.