The school is a haven of calm and positivity. The friendly, supportive atmosphere promotes pupils’ personal development very well. Pupils attend school keenly and are rarely absent. Pupils arrive promptly to school, and transition swiftly into the established morning routine. Staff and pupils work hard, side by side, cleaning stables and the yard. Interactions between staff and pupils are informal, yet respectful. Early morning conversations centre on pupils’ feelings and well-being. This helps them to be ready for the learning activities to come. Staff model the behaviours that they want pupils to develop. This works effectively. It is demonstrated in pupils’ willingness to talk politely with visitors about their learning and wider experiences. Pupils feel safe and valued at school. They appreciate the staff and enjoy learning about, and looking after, the animals, particularly the horses. High expectations for pupils’ engagement in therapeutic activities are met successfully and, over time, pupils build positive self-identities. Conversely, leaders’ expectations for pupils’ learning across the academic curriculum, including in reading, English and mathematics lack ambition. Lessons in key subjects are insufficiently frequent, and learning does not always build sequentially. Consequently, pupils do not learn and achieve as well as they should.