You said: Behaviour in lessons and corridors can be disruptive and interrupt learning

We did: We delivered staff training to strengthen behaviour management and clarify expectations for escalation. Repeated poor behaviour is now addressed more firmly and consistently. As a result, behaviours leading to R3 detentions have significantly decreased in 2025–26 compared to 2024–25. More serious behaviours are not tolerated, and overall suspensions have reduced by 31%. 

You said: Good behaviour and effort are not recognised enough

We did: We have increased the visibility and consistency of rewards for students who meet our daily expectations, including attendance, effort, and behaviour. Positive behaviour points have risen by 111% compared with last year.

You said: Communication is inconsistent and key dates are sometimes unclear

We did: We have improved forward‑planning and communication. Key dates, including parents’ evenings, options events and trips are now included weekly in the Parent Bulletin, alongside a link to the online School Calendar. 

You said: There are too many platforms for homework, which can be confusing

We did: We are reviewing our homework systems to create a more consistent approach, so students and parents know exactly where to look. We have introduced planners to help pupils record homework and build independence. 

You said: SEND support can feel unclear or inconsistent in lessons

We did: We have raised the profile of SEND leadership, strengthened expectations around adaptive teaching, and increased regular staff training. Communication with families about support now in place has also been improved. 

You said: Toilets and social spaces can feel unsafe at times, including concerns about vaping.

We did: Staff presence has been increased during break and lunch, toilet supervision has been strengthened, and any concerns raised are now followed up more robustly

You said: The canteen can become overcrowded, and some students miss out on food

We did: We reviewed service arrangements and supervision to improve the flow of students. A longer lunchtime now ensures there is no queue for the final 20 minutes, giving all students enough time to choose food and eat before lessons. 

You said: Staff absence and cover teaching affect learning and behaviour

We did: We have prioritised recruitment and retention to reduce reliance on supply teachers and ensure more consistent teaching. 

You said: The school feels more settled when leadership and staffing are stable

We did: We have maintained leadership stability and strengthened consistent systems, expectations and support for students and staff. 

You said: Expectations for higher‑attaining students are not always high enough

We did: We have reinforced high expectations across lessons and expanded opportunities beyond the classroom, including enrichment, leadership roles, Sports Leaders, Year 11 Prefects and the Student Council. 

You said: It can be unclear what your child is learning or how progress is measured.

We did: A new reporting system has been introduced for Key Stage 3, alongside improvements at Key Stage 4 and 5. Curriculum information has been enhanced to give clearer context for attainment, progress and next steps. Weekly Curriculum Updates are now included in the Parent Bulletin.

You said: Student wellbeing needs to be prioritised alongside academic expectations.

We did: Following a review of our pastoral system, we have increased pastoral support, strengthened wellbeing initiatives, and created more opportunities for students to feel safe, supported and known in school. 

You said: Extra‑curricular opportunities play an important role in engagement and belonging

We did: We have protected and improved our extra‑curricular offer, including music, sport, trips and the Duke of Edinburgh Award.