All pupils have special educational needs and/or disabilities (SEND), and staff understand these needs extremely well. Staff also understand how these needs relate to each unique pupil’s interests and ambitions. As a result, pupils are successfully helped to attain the school’s stated goal of living ‘safe and independent lives’. Pupils are happy at the school and attend well. Nonetheless, there are aspects of the educational curriculum that pupils follow that are not rigorous enough. Pupils behave well, and staff know how to help them to do this. The number of occasions where pupils are held has reduced significantly over time. The school has clear systems to enable pupils to raise concerns about bullying. Pupils say that staff usually deal with any bullying well but that, on occasions, staff do not always get to the root of the problem. Pupils experience a wide range of therapy appropriate to their needs. Therapy is threaded through pupils’ timetables and is seen as integral to their educational success. For example, the use of animal therapy has led to an increased interest from pupils in following an animal care curriculum pathway. Leaders have listened and made this happen.