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This is a good school Since his appointment, the headteacher has astutely evaluated the quality of leadership and taken effective steps to adjust and strengthen senior and middle leaders' roles. Teaching is predominantly good, as is the improving progress that current pupils are making from their starting points. Pupils whose reading is weak on entry make rapid progress, and most of them catch up with others quickly.
The new, very small, sixth form has got off to a flying start with keen leadership. Students are taught well, learn enthusiastically and make good progress. The quality of practical and emotional support and care is excellent.
This is especially t...rue for physically disabled pupils. Most pupils behave very well, work hard in lessons and are keen to learn. However, a few pupils' behaviour is not as good as others.
Members of the school community get on well together. Staff, pupils and students are respectful of diversity, treating everyone equally whatever their different backgrounds. Some middle leaders are very effective at delivering good progress in their subjects.
They instil enthusiasm within their departments, consistency in teaching and build up pupils' confidence. The curriculum is broad and interesting. Pupils appreciate the wide range of additional activities on offer.
The very supportive governing body has recently appointed members to complement its existing skills and expertise. Information about the progress and attendance of pupils is not always fully up to date or succinct. At times, this hampers leaders' abilities to identify and deal with issues really promptly.
Leaders do not always swiftly identify support needed for some pupils who have special educational needs (SEN) and/or disabilities. Attendance is below the national average. While improving, some groups of pupils do not attend regularly enough.
. Information about the progress and attendance
of pupils is not always fully up to date or succinct. At times, this hampers leaders' abilities to identify and deal with issues really promptly.
Leaders do not always swiftly identify support needed for some pupils who have special educational needs (SEN) and/or disabilities. Attendance is below the national average. While improving, some groups of pupils do not attend regularly enough.
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