This is a calm and caring school. Pupils enjoy coming here, and most attend regularly. Many pupils who attend the school have not had positive relationships with school in the past. Leaders are acutely aware of this. They work closely with parents and external agencies to better understand the individual barriers to pupils’ learning. They use this knowledge to good effect, to build trust, and to re-engage pupils with education. Pupils behave well in lessons and around the school site. Leaders recognise the role that parents play in their children’s education, and build strong, trusting relationships with pupils and their families. Consequently, if pupils or families have a concern, they freely share these with leaders. Leaders actively promote pupils’ wider personal development. The school’s curriculum helps pupils to develop, respect and tolerance for others, as well as a growing sense of self-belief. Leaders are ambitious for pupils. Pupils who struggle to read when they join the school are well supported to make improvements in their ability to read. However, there is still work to be done to make sure that the planned curriculum matches leaders’ aims. Leaders have not made sure the curriculum is always taught well. Consequently, pupils do not always gain the knowledge they need to be successful.