Pupils of various ages and differing needs have very different experiences at Finch Woods Academy. All pupils have special educational needs and/or disabilities (SEND). Most join the school having struggled in their previous setting. Some pupils settle well and form positive relationships with staff. Pupils said that they feel safe and have staff they trust and can talk to. This is not true for all pupils. Some pupils do not hold positive views about the school. This is because their needs or interests are not met. Their attitude to learning is poor, and they are frequently absent from school. The school has not ensured that the overarching curriculum offer meets the needs and aspirations of all pupils. Some pupils achieve well and gain academic qualifications in a range of subjects. In contrast, others experience a curriculum that lacks ambition and breadth. As a result, they do not succeed academically. This hampers how well prepared some pupils are for the next steps in their education and in their lives. The new behaviour policy has had some success in raising expectations of pupils’ behaviour. However, some pupils disrupt lessons and struggle to regulate their own actions. For some pupils, this spoils their learning time. In addition, some pupils are subjected to derogatory language. Pupils have access to the school pledge which outlines a range of experiences for their wider development while at school. For example, they learn about strategies to promote their mental health, take part in trips abroad or act as a member of the newly formed student council. However, the school does not ensure that all pupils get the chance to benefit from this offer.