Many pupils join the school at a low ebb. Prior to joining the school, most pupils have not had positive experiences and some have not attended school regularly. Well-considered transition arrangements help pupils to settle and quickly feel part of the school. Staff greet pupils with smiles and welcome them into class each morning. This helps pupils to get off to a positive start to the day. Staff build trusting, warm relationships with pupils. They have a strong knowledge of pupils’ special educational needs and/or disabilities. Over time, pupils develop greater confidence, self-worth and readiness to learn. They are happy here, feel safe and know that staff care about them. For most of the time, behaviour is calm and orderly. Nonetheless, pupils’ needs mean that many continue to need a high level of support to help them manage their emotions. At times, emotions spill over. When this happens, staff provide patient, kind support. The school is ambitious for pupils. It aspires for them to be successful learners and to develop confidence and positive relationships. However, there are inconsistencies in teaching and other aspects of the school’s work. As a result, pupils do not achieve well enough and are not prepared fully for the next stage of their education.