Pupils, who all have special educational needs and/or disabilities (SEND), are well cared for at this school. They enjoy positive working relationships with staff and are happy to attend every day. For example, pupils receive a warm welcome when they arrive at school. This helps to create a calm, positive start to the day. Staff are well trained to support pupils with their behaviour. The school uses its environment effectively to support pupils’ behaviour. Some pupils are increasingly able to manage their own behaviour and emotions. They behave well in lessons, at lunchtime and when they move around the school. They know who they can turn to if they have any worries or concerns. The school ensures that pupils receive a wide variety of experiences and trips. For example, pupils consolidate their understanding of different life-skills in the community by visiting local shops and cafes. The school wants the very best for its pupils. Currently, the school is adapting and improving the curriculum which pupils receive. While some progress has been made, there is still not enough clarity around the curriculum content in some subjects. The school does not give enough thought in specific subjects to how pupils’ learning will build year on year. Changes to the reading curriculum, particularly for phonics, are still in the earliest stages. This means that the reading curriculum does not support pupils well enough to develop their reading skills. Across different subjects, some pupils do not achieve as well as they could.