Pupils develop their emotional regulation and communication skills well through the school’s curriculum. Staff work closely with parents and carers. They are ambitious for pupils to ‘aim high’ and to ‘dream, believe and achieve’. Leaders have high aspirations for pupils. Staff care for pupils and treat them with respect. Relationships are positive. Staff make sure that pupils can access the curriculum. Classes are small. Staff know pupils well. There is a holistic approach. Teachers plan learning to meet pupils’ individual education, health and care plan (EHC plan) requirements. Staff work closely with parents and external agencies to support pupils. Pupils feel safe in the school. Established routines help them to feel safe. Pupils know adults they can trust and go to when worried. Staff make sure that pupils can use suitable communication tools independently. Pupils can explain their needs to adults and use worry boxes or talk to ‘worry monsters’ when needed. Pupils’ behaviour is generally good. Skilled staff know what to do to meet pupils’ complex needs. Leaders make sure that therapeutic support is available to pupils to help them to manage and understand their behaviour. Most pupils think that staff sort out incidents of bullying or poor behaviour appropriately.