Pupils know that they are cared for at this school. They are supported to develop trusting and nurturing relationships. As a result, pupils feel valued and happy. Pupils arrive at the school having experienced significant disruption to their education. They see Maple House as a fresh start. The school works effectively to remove the significant barriers that pupils face. Through the school’s supportive approach, pupils develop a renewed sense of pride in their learning. This is due to the school’s high expectations for pupils’ behaviour and education. Typically, pupils behave well. They are keen to be recognised as ‘star of the day’ and to collect points for their positive behaviour. During their time at the school, pupils, who all have special educational needs and/or disabilities (SEND), experience a curriculum that is appropriate to their needs. Pupils’ self-esteem and engagement with learning improve considerably during their time at the school. Over time, they achieve well from their individual starting points. Pupils take part in a variety of activities that extend beyond the academic curriculum. For example, they visit museums, synagogues, and churches to find out more about the world and its people. They take part in archery, water sports and local litter picks. Pupils also learn to make decisions as part of their school council roles. These experiences help pupils to develop independence and social skills in preparation for life beyond school.