Pupils like attending CEWE School. They enjoy positive relationships with staff. Staff know pupils well. They ensure that pupils’ emotional and social needs are met. Leaders deal with any incidents of bullying quickly and effectively. This helps pupils to feel safe, secure and happy. Leaders have high expectations for pupils’ learning and behaviour. Pupils, all of whom have special educational needs and/or disabilities (SEND), experience a rich curriculum that is appropriate to their needs. Staff are effective in identifying and addressing the barriers that pupils may have to learning. They also support them in learning how to recognise and manage their feelings and emotions. Pupils try their best to regulate their own behaviour, to make good choices and to follow school routines. Typically, this helps them to achieve well. Leaders have developed a ‘cultural capital’ curriculum that provides pupils with a wide range of visits and experiences outside of their lessons. Pupils value opportunities to visit places of interest, such as museums, parks, nature reserves, zoos, farms and aquariums. These deliberately chosen activities successfully enhance the teaching of the curriculum. They give pupils the opportunity to discover more about their local area. They also help pupils to develop a better understanding of how to behave and interact with others, and to understand and practise social norms. These opportunities help to build pupils’ self-esteem and confidence.