The leadership team has maintained the good quality of education in the school since the last inspection. You have appointed leaders and staff who share your high aspirations for pupils’ achievement. Leaders keep the school’s focus on making decisions in the best interests of pupils. Staff have a detailed understanding of each pupil’s needs. They work closely with parents and carers and support pupils well in developing their independence. Pupils and their families benefit from the dedication and commitment of leaders and staff at the school. Staff enjoy working at the school. They gain much from the wide range of professional training that they access. Staff now assist the school more to improve. Members of staff explained how they had approached senior leaders with suggestions for new initiatives. They were then encouraged to take responsibility for developing these ideas. Pupils are proud of their school. They spoke about the quality of the relationships they have with staff. Pupils know that staff will listen to them and are confident that staff will always consider their best interests carefully. They were very clear about the importance of treating everyone with respect; they value the friendships they develop at school. This reflects the words on the school badge: ‘respect, achieve, success, friendship’. At the time of the previous inspection, leaders were asked to clarify staff roles and responsibilities. This has been achieved through giving teachers more responsibility for their subject areas. Leaders have also provided training for learning support staff. This has enabled them to have a clearer understanding of their role in the classroom. Consequently, the quality of support offered to pupils in class has improved. Leaders were also asked to increase the involvement of staff in writing and evaluating the school’s improvement plans. This has been achieved through staff training and increased opportunities for staff to contribute to leaders’ work. Staff work with leaders to review the impact of changes in the school. This has enabled staff to have a clearer understanding of how the school can improve even further. Inspectors previously recommended that governors improve the quality of their work. Almost half of the governing body are new to the school in the last year. In the last month, four new members have joined the governing body. New governors have a wide range of expertise. Governors have developed a greater insight into the school’s systems and processes relating to teaching and learning. They are keen to ask school leaders questions about the effectiveness of the school’s work, but these questions have not been challenging enough. Safeguarding is effective. Leaders have ensured that safeguarding procedures are robust and fit for purpose. Leaders maintain high-quality, detailed records of checks on the suitability of staff and governors to work with vulnerable pupils. Staff training is above the minimum required. This results in a culture that places safeguarding at the heart of the school’s work. The leadership team’s approach to promoting e-safety is thorough and far-reaching. Leaders monitor pupils’ internet usage at school closely. Pupils know how to stay safe online. In addition, there is support for parents to keep their children safe online when away from school. Parents value the training and resources provided for them. A comment typifies their views: ‘I wouldn’t know where to start, the school’s support has been fantastic.’ Leaders are vigilant; they identify new risks to pupils and address them immediately. Inspection findings I wanted to know about school procedures for managing behaviour, because some pupils in your school show challenging behaviour. You have introduced improved induction procedures. Staff use individual induction plans to support new pupils to be less anxious when they join the school. You have also introduced an electronic recording system to record incidents of poor behaviour. This enables leaders to analyse incidents, identify trends and assess the success of staff support for pupils. Leaders and staff now address those aspects of pupils’ behaviour that become serious if ignored. Staff use a wide range of actions to help pupils to control their own behaviour. A parent described the effectiveness of this approach. They explained how they had used the same approach at home with positive results.