Carla House School is a welcoming community, where pupils feel safe and valued. Leaders plan carefully for transition when pupils join the school, supporting them to develop an individualised timetable that reflects their interests and future aspirations suitably. As a result, pupils settle quickly when they join the school and attend regularly. This represents significant progress for nearly all pupils. Leaders have a clear values-led vision for the school. They aim to provide a flexible curriculum offer and range of learning experiences to enable all pupils to succeed. This has been recently strengthened to include opportunities for gaining GSCE qualifications alongside accredited courses. However, the school’s focus on the progressive development of skills is underdeveloped. Staff collaborate positively to develop a secure understanding of pupils’ emotional and social needs and build positive working relationships with them during their time at the school. The school has a particular focus on careers education, ensuring that pupils are helped to identify their next steps when they leave school. This is strengthened through the use of accreditation and work experience placements. As a result, pupils develop their ambition and make positive transitions on to further education. This is a notable strength of the school. Leaders collect a range of relevant information to evaluate the work of the school and drive improvements. The school has made positive progress in addressing the recommendations from the most recent monitoring visit. However, much work in this area is newly established and quality assurance processes do not consistently consider the impact of provision on learning. The school has an appropriate focus on keeping pupils safe. Staff have a secure understanding of their role in this process. Leaders are developing a sound safeguarding culture. The school benefits from the support and challenge of a wider organisation to support its work. For example, staff benefit from a range of meaningful professional learning opportunities, which focus on teaching, learning and leadership. However, organisational processes do not consistently consider the specific Welsh context of the school, and as a result, important information can be difficult to access or incorrect.