For those pupils who attend school regularly, school is an increasingly positive experience in some respects. They talk enthusiastically about the facilities available to them, such as ‘the hub’ and the gym. The recent focus on their personal development, combined with staff who get to know them and support their future aspirations, helps these pupils to be more positive about school. Pupils are comfortable talking to staff. Pupils feel that staff take them seriously if they need to raise any worries. However, pupils’ experiences in lessons are poor because they do not learn what they need to. Lessons are not productive places of learning as learning activities are not matched to pupils’ special educational needs and/or disabilities (SEND). Too many pupils miss lessons or do not attend school at all. They are not enthused about learning or accessing what the school has to offer. In spite of these challenges, pupils, parents and carers, and staff are positive about the recent changes to the school leadership team. They recognise that they are already starting to see a difference in their daily experiences, particularly in regard to how dysregulated behaviour is managed. For example, there are now less frequent incidents of physically challenging behaviour from pupils. However, all parties recognise that there is still a lot more to do to improve the overall culture of the school.