Pupils achieve well at this highly ambitious school. They feel happy and safe in school. Skilled staff ensure that pupils’ varying special educational needs and/or disabilities are appropriately catered for. Relationships between staff and pupils are strong and supportive. Leaders set very high expectations for pupils’ achievement and behaviour. Staff model these expectations well. As a result, pupils behave very well in lessons and at social times. They are polite and proud of their achievements. Pupils know what bullying is but said that it is very rare. If it was to happen, pupils said that teachers would sort issues out quickly. Pupils experience many engaging and beneficial opportunities in and out of school. These include visits to the theatre, participation in sports tournaments and access to a wide range of clubs. Pupils enjoy taking part in residential visits that develop their independence. Students in the sixth form develop their social skills in a range of ways. This includes them working in the on-site community café. Parents and carers are overwhelmingly supportive of the school. A typical comment was: ‘The dedicated staff at this school provide a happy learning environment where my child thrives.’ What does the school do well and what does it need to do better? Leaders have established an ambitious and engaging curriculum. This meets the individual needs of pupils very well, including those who are disadvantaged. Leaders and staff focus on getting to know pupils quickly when they start at the school. Leaders’ mantra is ‘safe and settled’. Pupils have their sensory needs met very well, for example, by dancing to music on the playground or burning off excess energy in the gym. This approach ensures that pupils are ready to learn.