The headteacher “has a clear vision for improvement that is influencing positive changes in the learning culture.”

“Leaders are introducing new routines to improve behaviour and standards of teaching. Classroom environments are becoming more purposeful”

“The new deputy headteacher has worked closely with year managers to improve behaviour and welfare. The last term has seen a marked improvement in attendance and a significant reduction in fixed-term exclusions.”

“Leaders are developing a curriculum to better meet the needs of all pupils, building knowledge, skills and understanding to support their aspirations, progress and personal development.”

“there are signs that these actions (to improve teaching and leadership) are beginning to improve pupils’ progress”

“the school’s capacity for improvement is increasing.”

“Year managers are working with senior leaders to address the welfare needs of individual pupils more effectively.”

“aspects of subject leadership are improving”

“The headteacher is building stronger links with the local community and local primary schools. Increasing numbers of parents are putting their faith in the school, with substantial increases in pupil numbers in Years 7 and 8.”

“The headteacher is building a more aspirational culture. He and his team want the best for pupils. They are developing a broad and balanced curriculum that is meeting pupils’ needs more effectively. Many of the previous gaps in the curriculum are now being filled.”

“Leaders have clear plans to promote pupils’ spiritual, moral, social and cultural development.”

“pupils have developed a sense of social responsibility through their work to support food banks and charities, and in commemorating Remembrance Day. Pupils represent the school in sporting and musical events.”

“Governors have developed effective systems to check school performance.”

“Governors know their school and their community well. Many are parents with children at the school. They share the headteacher’s ethos of high aspiration which they believe is gaining traction in the local community, as reflected in the significant increase in pupil numbers in Year 7 and 8.”

“The arrangements for safeguarding are effective.”

“The deputy headteacher and year managers keep a watchful eye on the welfare of pupils. Leaders pursue any concerns over pupils’ welfare swiftly and follow these through to ensure that pupils are safe. Leaders document any concerns in a detailed and timely manner.”

“Leaders modify teaching and welfare programmes to meet pupils’ needs. They have worked with the police to make pupils aware of the dangers of harassment and cyberbullying. Additional work has been carried out to raise pupils’ awareness of the hazards posed by knife crime.”

“pupils feel safe in school”

“Leaders have introduced changes which are improving behaviour”

“The headteacher has introduced new strategies to encourage more purposeful reading in class. This is leading to a sharper focus on reading and is encouraging orderly classroom conduct.”

“Leaders are developing pupils’ knowledge of key words and vocabulary. In morning and lunchtime meetings, the headteacher and senior teachers show pupils how to build their knowledge of key words and concepts and how to revise for examinations effectively. These initiatives are beginning to make a difference”

“Teachers are beginning to use whole-school approaches to maintain a better focus on learning.”

“leaders are doing much to raise pupils’ self-esteem and aspirations”

“New initiatives are beginning to develop a more positive learning culture”

“Leaders promote messages about the effect of bullying on pupils’ welfare. They have worked with the police to raise pupils’ awareness of the negative effects of cyberbullying and the harassment this can cause. Leaders and year managers review incidents of bullying in their morning meetings.”

“The deputy headteacher and year managers are particularly mindful of the needs of vulnerable pupils. They track the welfare of these pupils closely and work with external partners to provide additional support. Leaders have clear systems in place to check the progress and attendance of pupils at alternative provision. They take practical action to provide support for disadvantaged pupils.”

“standards (of behaviour) are improving”

“Senior and middle leaders have worked with pupils and parents to improve behaviour. They have introduced strategies to promote positive and pre-emptive action to resolve behaviour incidents before they escalate.”

“In lessons, inspectors saw evidence of new behaviour strategies leading to orderly classroom environments. In the majority of lessons, pupils responded to new initiatives to concentrate on teacher instructions and to read and work in more focused ways. Low-level disruption is declining.”

“actions are securing improving progress”

“The proportion of Year 11 pupils entering education, employment and training has been in line with that seen nationally.”