Pupils join this school with previously negative experiences of education and often long periods of absence. Typically, pupils are welcomed into an environment that allows them to settle quickly, feel safe and attend more frequently. Pupils forge positive relationships with staff and with each other. Pupils feel happy. They trust that there is someone that will help them if they have a concern. The school is ambitious for pupils academically and it is in the process of improving the quality of education it provides. However, the curriculum has not been finalised in all subject areas. This limits the range of subjects that pupils can study and hinders how well they can learn. Pupils benefit from the clear expectations and routines that staff set for their behaviour. When pupils struggle to regulate their own behaviour, they receive individualised support. In the main, this helps them with specific social and emotional needs so that their behaviour improves. Pupils enjoy some of the activities that the school provides for them beyond the academic curriculum. For example, taking part in outdoor learning activities and looking after the school chickens. However, the school’s programme for wider development is in its infancy. It is not sufficiently coherent or wide-ranging to ensure that all pupils access high-quality enrichment experiences.