Pupils, who all have special educational needs and/or disabilities (SEND), settle into school life well. Staff build friendly, good-humoured relationships with pupils. They treat them with respect. Many pupils have had a challenging time in the education system before joining the school. They often arrive with negative views of learning and poor selfesteem. The school works well to change pupils’ education experience into a more positive one. It places considerable importance on helping pupils to feel safe and happy in school. Staff know pupils very well. They provide pupils with the help, care and support that they need to manage their behaviour more successfully than they have in the past. Pupils’ attitudes to learning become more positive as they become settled in school. They follow the school’s rules and routines well. On occasions, when pupils find it difficult to manage their behaviour, staff respond sensitively and carefully to help pupils regulate their emotions. The school is committed to every pupil achieving their best. It strives for pupils to have the knowledge and skills that they need to be successful in later life. However, pupils do not achieve as well as they should. This is because the curriculums in some subjects are underdeveloped. Pupils enjoy looking after the animals on the school farm. They talked confidently about how working with the animals helps them develop their problem-solving skills or helps them cope in dealing with different emotions. The school ensures that pupils get many opportunities to support their understanding of right and wrong. For example, the police come into school and speak with pupils about their role in the community.