A DROITWICH school has been commended for maintaining its 'good' Ofsted rating.

Droitwich Spa High School and Sixth Form Centre, in Briar Mill, was visited for a short inspection on March 28 after previously being judged as 'good' in November 2012.

During the visit, inspectors Graham Tyrer and Patrick Amieli attended 15 lessons and looked at pupils’ workbooks on each occasion.

In a letter addressed to the headteacher Mrs Natalie Waters, inspector Graham Tyrer said: "Your leadership team and the governing body have a tenacious and relentless determination to provide the best quality education for all pupils.

"You offer a broad and rich curriculum. Pupils’ life chances are your highest priority, and no matter what barriers pupils face you are determined all shall succeed."

The the letter continues: "You train your staff regularly and make sure that the governing body holds you to account for the safety of everyone at the school.

"Pupils feel safe and talk knowledgeably about how to stay safe online and in the wider community."

Inspectors had meetings with leaders on safeguarding and scrutinised documentation including recruitment records, the actions taken to keep students safe, pupils’ progress, including self-evaluation and development plans, policies and nationally published information about outcomes.

Inspectors also held meetings with the headteacher, members of the leadership team, the chair of the governing body, as well as pupils.

Headteacher Natalie Waters said: "I am naturally pleased that Ofsted have once again rated us as a 'good' school.

"I am particularly pleased that they agree with our ethos statement that makes it clear that good examination results alone do not define a school, any more than they define a person.

"There are many other opportunities here and we would like all who join us to find an involvement somewhere amongst them.

"This report is a reflection of the hard work and dedication of every member of staff at the school."

However, inspectors told school leaders that, in order to progress further, they need to ensure disadvantaged pupils make at least good progress in subjects in the open element of the GCSE and secure improvements in the "persistent absence" of disadvantaged students and those with special educational needs and/or disabilities.