The leadership team has maintained the good quality of education in the school since the last inspection. Your principled and aspirational leadership embeds a culture of care for the individual with high academic standards. You are determined to provide high-quality education for all your pupils regardless of their circumstances or ability. You balance effectively your pursuit of excellence with the well-being of staff and pupils. Therefore, staff at the school respect and trust you and your leadership team. Morale is high at your inclusive school, and everyone shares your determination to provide the best for every pupil. There is a stimulating and challenging ethos in the school which enables pupils to make strong progress and achieve well. Your focus goes beyond ensuring that pupils leave with good examination results. Your innovative curriculum, that maintains pupils’ interest in a broad range of academic and creative subjects, prepares pupils well for their next steps in education or training. The staff at the school provide an impressive range of well-attended clubs and activities. Pupils’ participation in musical, drama and sporting activities is a strength of the school. These extra activities, which support academic as well as personal development, are valued by pupils and staff. Pupils continue to behave well at the school. They wear their uniform smartly and take good care of their school environment. In lessons, we saw pupils working hard and persevering with challenging topics. Pupils told inspectors that they are proud of their school. Most pupils attend very regularly, and leaders are determined in supporting the few pupils whose attendance needs to improve. One Year 11 pupil, voicing the opinions of a group of pupils, said, ‘We don’t want to leave, the teachers are so nice and want to help us.’ In another meeting pupils told us, ‘We really like it here, we are doing much better now we are here.’ Since the last inspection, leaders have developed effective systems to monitor the quality of teaching closely and to check how well it contributes to strong progress. As a result, leaders know the many strengths of the school, including the very impressive progress made by pupils in mathematics and science. You also know where you can make further improvement, such as helping pupils with additional specific needs to make faster progress. Leaders use effective systems to access and track pupils’ progress regularly. This ensures that any pupils at risk of falling behind are quickly spotted. A wide range of effective additional help is then provided to help pupils who need to catch up. Governors provide strong challenge and support to you and other leaders. They visit the school regularly and analyse pupils’ achievement thoroughly. They understand well the school’s strengths, but are also aware of those areas where there is room for improvement, such as the progress of some boys in English. Governors take a professional and reflective approach to their roles, for example by attending relevant up-to-date training. They are ambitious for the school and actively support leaders to secure funds to improve the school environment. Parents and pupils speak highly of the school, and most parents who responded to Ofsted’s online questionnaire, Parent View, said that they would recommend the school to other parents. One observed that, ‘There is lots of support at every stage, amazing opportunities for academic and sports trips as well as amazing music and drama.’ Safeguarding is effective. Governors and the leadership team ensure that safeguarding arrangements are fit for purpose and meet statutory requirements. Records are detailed, up to date and of a high quality. Before appointing staff, leaders carry out all the required employment checks. All staff and governors are trained effectively on how to keep pupils safe from abuse, sexual exploitation, and in the ‘Prevent’ duty. A dedicated and highly skilled team of staff works with determination and sensitivity, alongside pupils, parents and external agencies to support the more vulnerable pupils. All staff monitor closely pupils’ welfare. The curriculum prepares pupils well for managing their own safety. Carefully structured activities in lessons, tutor time and assemblies support pupils’ personal development effectively. Leaders are rightly planning activities to develop further pupils’ understanding of the potential dangers of radicalisation and extremism. The pupils who inspectors spoke to have a good understanding of staying safe, and appreciate the support given by staff.