Over recent years, leaders’ actions have started a positive transformation at the school. Pupils now feel safe and value the care shown to them by staff. Sixth formers especially are very proud of their school. However, the school knows there is more to be done to fully embed its improvement work. The school’s new curriculum is aspirational and appropriate for all. The quality of teaching is developing, and staff are well supported by the school and the trust. However, teaching does not yet support all pupils to achieve highly enough, including some pupils with special educational needs and/or disabilities (SEND). That said, curriculum work is more embedded in the sixth form, where students learn more effectively. The school has raised expectations of behaviour. Pupils and staff acknowledge things are improving. On the whole, pupils behave well in lessons and conduct in social time is generally orderly. However, pupils are heavily supervised. It is not yet the norm for pupils to take responsibility for their own behaviour. For example, pupils’ use of mobile phones and derogatory language, or ‘banter’, are still too common. Sixth-form students are excellent role models, however. Indeed, many volunteer to help supervise during breaks.