The school strives to improve the life chances of pupils. Pupils arrive having had negative prior experiences of school. They also typically struggle with their behaviour. Staff take time to understand pupils’ complex social, emotional and mental health needs. They use this knowledge effectively to build strong working and trusting relationships with pupils. As a result, pupils settle well. They feel safe and begin to value the opportunities that they have to gain new knowledge. The school uses a range of strategies to help pupils develop constructive social skills. It does plentiful work to support pupils’ character development. This is aimed at enabling them to function positively in society. This also leads to a calm and purposeful environment in the school, making it a conducive place for study. There are times when pupils get dysregulated and need help to manage their emotions and behaviour. When this happens, staff intervene with dignity and skill. They show both effective behaviour management skills and respect for each pupil. Consequently, pupils regain their emotional equilibrium. They return quickly to work in the classroom. The school’s work is underpinned by high expectations. It ensures that pupils leave this school well prepared for the future. They either return to mainstream schools or go on to post-16 provisions.