Chestnut Hill provides a nurturing and engaging learning environment where staff demonstrate high expectations and a deep understanding of pupils’ individual needs. Strong relationships between staff and pupils foster a happy, safe, and supportive school community. The school has undergone significant changes in recent years, including leadership changes, transitioning from a residential school to a day school and undertaking major site renovations. Leaders have successfully navigated these developments while maintaining a clear strategic vision and ensuring minimal disruption to pupils’ education. Staff have adapted well to these changes, and investment in professional learning has helped to strengthen the effectiveness of teaching and pastoral care. The school ensures a smooth transition for new pupils, working closely with parents and carers to create tailored learning experiences. Effective home-school communication has a positive impact on pupil engagement, especially for those who have previously struggled to consistently attend school. The curriculum is broad and well-structured, equipping pupils with essential life skills and preparing them for future destinations. Enrichment activities and the well-resourced learning environment enhance learning opportunities. Teaching is effective, with most staff using their knowledge of pupils well to plan engaging lessons. Most pupils develop strong communication and social skills, and many make appropriate progress in reading and writing. However, written feedback is inconsistent and, in a few lessons, teaching assistant support is not sufficiently purposeful. Wholeschool tracking systems to provide a clear and strategic overview of pupil progress over time are underdeveloped. Collaboration between education and clinical teams is a significant strength, with therapists working alongside staff to enhance pupil well-being. The school provides personalised support, particularly for pupils with autism and attachment needs, ensuring that most make strong progress towards their learning targets. Safeguarding is a priority, with clear policies and training in place. Pupil voice is wellembedded, with an active school council influencing decisions. Leadership and governance are strong, with leaders successfully managing recent transitions and improvements. However, opportunities for staff to take on leadership roles to further support school improvement are in the early stages of development.