This is a good school The headteacher, well supported by her senior team, has ensured that the quality of teaching has improved since the last inspection so that it is now good.
Leaders have planned and implemented an imaginative curriculum across both key stages. Most pupils participate in the rich variety of extra-curricular opportunities on offer. Teachers use their good subject knowledge to plan challenging learning opportunities for pupils.
They build positive relationships with pupils to ensure that there is a strong climate for learning across the school. Leaders ensure that pupils are well looked after and cared for. They have established a welcoming c...ommunity in which pupils feel safe and enjoy learning.
Pupils behave well. They are welcoming, polite and considerate. Their attendance is above average and continues to improve.
The quality of careers advice and guidance that pupils receive is good. Most parents and carers speak highly of the school and would recommend it to other parents. The most able pupils are making increasingly rapid progress, because teachers have suitably high expectations of what they can achieve.
Good leadership and management have led to good teaching. The impact of improved teaching has not yet been fully seen in pupils' progress. Although improving, pupils do not consistently make good progress, particularly in reading.
The governing body has been strengthened. Governors challenge school leaders appropriately, but until recently they did not address sufficiently the progress of and support for different groups of pupils. The progress of pupils who have special educational needs (SEN) and/or disabilities is improving, because of improved teaching.
This progress is still weaker than that made by similar pupils nationally. Disadvantaged pupils make variable progress, but differences in outcomes to other pupils' outcomes nationally are diminishing. Leaders' improvement plans do not always outline with sufficient precision how they plan to improve pupils' achievement.
Teachers do not always plan work that takes pupils' starting points into account well. When work is pitched incorrectly, pupils make slower progress.
Information about this school
The school is smaller than the average-sized secondary school.
Most pupils are of White British heritage. The proportion of disadvantaged pupils is in line with the national average. The proportion of pupils who have SEN and/or disabilities is above the national average.
The proportion of pupils with an education, health and care plan is above the national average. The school does not use any alternative provision. The school meets the government's floor standards, which set the minimum requirements for pupils' attainment and progress by the end of key stage 2.