Nearly all pupils at Amberleigh Therapeutic School respond well to the nurturing and supportive environment it provides. Over time, most of pupils make sound progress from their initial starting points in literacy and numeracy. Pupils are well supported to build their interpersonal skills including listening, empathy and reflection and make extremely effective progress in developing social and communication skills. However, there are limited opportunities for pupils to develop their digital and ICT skills. Teaching staff are highly committed, know the pupils well and develop good working relationships with them. Where planning, assessment and feedback are effective, both staff and pupils have a good understanding of progress and how to move learning forward. However, teachers’ planning does not always link to pupil additional learning needs (ALN) and focus on individual targets identified in pupils’ individual development plans (IDPs) or equivalent well enough. The school supports the pupils very well to develop ‘career action plans’ and experience the best possible opportunities within work experience programmes. Staff plan purposeful opportunities for pupils to improve their understanding of the world of work and potential future careers. In addition, the ‘Golfa Produce’ enterprise helps pupils to gain valuable skills for the workplace. This is a particularly strong feature of the school. All pupils have one-to-one therapeutic sessions through the opportunity to work individually as part of a nurture session, and attend valuable group meetings where they can raise issues that are important to them. As a result, pupils’ interactions with each other and staff are positive and respectful. Pupils have a strong voice across Amberleigh and help influence the work of the school. They are confident that staff listen and act on their views. In addition, across the school, pupils develop valuable leadership skills, for example as part of regular community meetings. Leaders, education staff and staff from the wider team hold regular meetings, which provide valuable opportunities for staff to discuss operational matters and share practice in areas such as safeguarding, planning, and assessment. However leaders do not extract and analyse information well enough to identify patterns and trends effectively. Leaders use the information from their self-evaluation activities well to agree school priorities for improvement. They have a good track record of improvement and have successfully addressed the recommendation from the monitoring visit in 2023. They evaluate progress and feedback regularly and are not afraid to amend their approaches or change direction if something is not working. However, many of these changes, such as the necessary improvements to professional learning, are in the very early stages of development due to recent changes in leadership and have not yet started to have an impact.