Leaders are clear that they want to prepare pupils for life beyond Best Futures school. Most pupils have experienced significant interruptions to their education prior to joining the school. Therefore, staff work quickly to identify pupils’ interests and plan learning around them. Staff know pupils well. They form positive relationships with them. This helps pupils to manage their social, emotional and mental health needs (SEMH) effectively. Leaders are determined that pupils should be supported to become more independent. They plan interesting enrichment opportunities which are woven through the curriculum to support learning. This is a calm school. Staff greet pupils at the door each morning and there is a happy feel to the start of the day. Pupils understand staff’s high expectations and value the support they are given to manage their behaviour. There is no bullying here. However, at times, pupils do struggle to follow instructions. When this happens, staff help pupils to refocus through nurture and pastoral support. The school provides a positive environment for pupils to develop. Leaders are aware that there is more to do to develop the wider curriculum to meet the diverse special educational needs and/or disabilities (SEND) of all pupils at the school. Currently, while leaders take into account pupils’ barriers to learning, they do not always sufficiently challenge some pupils to enable them to fulfil their individual academic potential.