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This is a good school The headteacher has made significant strategic differences to the school. The work of her senior leaders and governors ensures that her consistently high expectations continue to raise the quality of teaching and the progress of pupils.
Leaders promote the positive ethos where everyone is included. The school is successful in ensuring that all current pupils progress well. The standard of teaching in English and mathematics is high.
Pupils make good progress in both these subjects and they achieve above national standards. Governors know the school well and are very committed to its success. They hold the headteacher and senior leaders to... account for the quality of provision.
Teachers continue to raise their expectations of what pupils can achieve. Most teachers use skilful questioning to deepen pupils' thinking. Pupils are rising to the challenge and, as a result, current pupils are making good progress.
Disadvantaged pupils' progress is in line with others in the school. Following the Progress 8 progress measures of 2017, leaders began a comprehensive programme which supports these pupils academically and pastorally. Pupils behave well.
They are courteous, polite and respectful. In lessons, most pupils demonstrate positive attitudes to learning. Some pupils do not take pride in the presentation of their work, which is hampering their spelling and grammar.
While teaching, learning and assessment are good overall, some pockets of weaker teaching remain. This is particularly so in science. Pupils' spiritual, moral, social and cultural education is a particular strength of the school.
Pupils speak positively about their school experience because they feel supported and valued. Pupils typically receive relevant feedback on how to improve their work. Many pupils benefit significantly from this.
Leaders recognise the need to analyse attendance information precisely to better inform their planned actions to support improvement. Although the attendance of a small minority of pupils who are persistently absent has improved, it is still not good enough.
Information about this school
The school is smaller than the average-sized secondary school.
The school meets the government's current floor standards, which set the minimum expectations for pupils' attainment and progress by the end of Year 11. The proportion of pupils who have SEN and/or disabilities is above average and the proportion supported by an education, health and care plan is above average. The proportion of pupils supported by pupil premium funding is below average.
More than nine out of 10 pupils are of White British heritage. There are a few from minority ethnic groups who speak English as an additional language. A small number of pupils in Years 10 and 11 are educated on an alternative site, The WASP Centre.
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