The Castle Rock School has been described as 'transformed' by Ofsted - less than two years after being rated as 'Inadequate' by the education watchdog.

In its latest report on the Coalville school, Ofsted says it is now 'Requires Improvement' following the latest inspection - which was a monitoring visit last November.

But that is a step up from the damning report in October 2021 which said 'pupils are not getting a good deal' whole others 'feel unsafe'.

That came after a 'Good' rating four years earlier.

But Ofted's latest report, issued today (Thursday), says progress has now been made.

It says:

• Quality of education - Requires improvement

• Behaviour and attitudes - Good

• Personal development - Good

• Leadership and management - Good

• Sixth-form provision - Good

The report adds: "The culture at this school has transformed.

"The school is a calm, orderly and happy place.

"Leaders focus on teaching pupils to 'do the right thing because it is the right thing to do'. The vast majority of pupils welcome the recent changes.

"As a result of the improvements, pupils are safe and they feel safe. They attend well.

"They take pride in their work and achievements. They applaud each other in celebration assemblies.

"Pupils value their personal development curriculum lessons. They take these seriously.

"They feel safe and secure asking questions about serious matters. They learn techniques to manage their well-being, such as 'give yourself a pep talk'.

"They learn to value diversity and about how to show respect.

"Pupils study a broad and ambitious curriculum. It is not consistently well delivered across the school, and pupils' learning varies.

"In the sixth form, students study a range of academic and vocational courses. They value the support and advice that many staff give them to prepare for their next steps.

"Pupils receive high-quality pastoral support. They know that they can talk to adults if anything worries them.

"Pupils who need it get extra help with their well-being, behaviour or attendance."

Under the heading, What does the school do, and what can it to better? The report has this to say.

It adds: "School and trust leaders bring a strong sense of moral purpose to their work to improve this school.

"They have created the right conditions for learning. Pupils' behaviour and attendance have improved significantly.

"Leaders have designed an ambitious, well-sequenced curriculum for all subjects, including in the sixth form. They provide high-quality training to support staff to improve their practice.

"Most staff value this and are working well with leaders to continue to bring about the necessary improvements. Teachers have secure subject knowledge.

"Leaders and staff have brought about improvements in the quality of education, but there is still significant inconsistency. This means that pupils' learning is too variable.

"There is less variability in the sixth form, where students benefit from more consistent provision. Leaders make sure that teachers know how to support pupils with special educational needs and/or disabilities.

"Teachers use this advice to adapt teaching to meet pupils' needs.

"One pupil explained how this support has helped him to grow in confidence when he is required to read across the curriculum. Pupils know that reading is a priority in this school.

"The books that pupils read contribute to their personal development. Year 7 pupils can discuss the books they read in school enthusiastically.

"Pupils learn about careers, healthy living and relationships. As a result, they feel prepared for the challenges they might face.

"They find visiting speakers interesting and informative. The topics prompt debate and discussion.

"In the sixth form, teachers deliver personal development lectures. Students like this approach. It prepares them well for later life and study. Leaders have worked with determination to set high expectations for behaviour and attendance.

"Pupils get lots of praise when they do the right thing. They find this motivating. Some pupils need help to improve their behaviour or attendance. Leaders make sure that pupils get support that meets their individual needs. As a result, pupils attend school more and they receive fewer suspensions. This means that they learn more.

"Leaders take swift and appropriate action if bullying is reported. Consequently, pupils are confident to pass on information about incidents of bullying and trust staff to deal with it."

But the report makes further recommendations as to how Castle Rock could further improve as a school.

It says:

• The implementation of the curriculum is variable. As a result, pupils' learning is variable. Leaders must ensure that the strong practice seen in many areas of the school is consistently embedded throughout the school so that all pupils learn and remember more and produce consistently high-quality work

• Not all teachers provide pupils with effective feedback. When this is the case, pupils do not improve their work. Leaders must ensure that all pupils receive effective feedback so that misconceptions are addressed and pupils have the opportunity to secure their learning.