Pupils are cared for well by adults at this school. However, leaders do not do enough to ensure that pupils are safe. Staff, leaders and governors do not take sufficient collective ownership of safeguarding in the school. They are too reliant on others taking action when potential risks to pupils are identified. Some staff say that pupils are not safe because, at times, there are too few adults available to look after them. Staff know pupils well. They understand pupils’ individual special educational needs and/or disabilities. They promote language and communication as part of their daily work. Their work is kind and thoughtful. Pupils trust the adults who care for them. Relationships are positive. Learning about recognising and managing emotions and about interacting with others is integral to pupils’ daily work. This helps pupils learn to be kind and tolerant towards each other. Leaders are suitably aspirational about what they want pupils to achieve by the time they leave the school. For some pupils, these aspirations translate into an appropriately ambitious curriculum. For others, this ambition becomes diluted because leaders and staff focus too much on what comes next rather than the longterm destination that pupils are aiming for.