The school wants the best for pupils and students in the sixth form, including those with special educational needs and/or disabilities (SEND). However, this ambition has not been realised, particularly in key stages 3 and 4. The achievement of pupils has not improved quickly enough. This is because the school has failed to complete vital elements of curriculum review quickly enough in some subjects. Pupils have experienced a poorly designed curriculum for too long. Consequently, they have gaps in their knowledge and skills. At the end of key stage 4, many pupils, particularly the most disadvantaged, leave school without the qualifications that they need for future education, training or employment. The behaviour of most pupils is positive because the school’s recent improvements are beginning to have an impact. Staff apply the new behaviour management strategies consistently well. Pupils appreciate the new approach to promoting positive behaviour. They feel happy and safe at school. Many pupils told inspectors that they feel cared for by the school. This is particularly true in the small sixth form. Here, students develop strong and positive relationships with staff. This contributes to their stronger achievement by the end of Year 13. Pupils benefit from a strong offer to promote their wider development. The school has focused on improving many elements of this provision successfully. The personal, social, health and economic (PSHE) education curriculum is coherent. It ensures that pupils learn crucial information at the right time. Pupils participate with enthusiasm in the growing number of opportunities to develop their talents and interests.