Before joining the school, pupils have missed significant parts of their education. Consequently, they arrive with considerable gaps in their curriculum knowledge. However, the school does not help pupils to close these gaps sufficiently well. Pupils do not develop a solid foundation on which to build new knowledge. They experience variability in the quality of education and provision at the school. Pupils have education, health and care (EHC) plans that determine how their special educational needs and/or disabilities (SEND) should be met. Therapy and education staff work together to support pupils’ social, emotional and mental health (SEMH) needs successfully. The school’s provision for pupils’ personal development, including encouragement to develop their interests, is strong. Pupils enjoy a wide range of enrichment experiences. They particularly look forward to cooking meals. They learn about healthy bodies, minds and how to stay safe, including online. Pupils are proud to take on responsibilities such as representing their peers in the school council. Daily routines are well established. Positive working relationships exist between staff and pupils. Expectations for pupils’ behaviour are well understood. This contributes to the calm and orderly school environment. Pupils are safe. They enjoy social times together and work collaboratively in lessons.