Progress Schools – Hamilton Square welcomes pupils who have not benefited from a positive experience at their previous schools. Before joining this school, these pupils have all experienced exclusion. Many have developed negative views of education. Staff at the school endeavour to make pupils feel that they are valued members of this school community. As a result, some pupils told inspectors that they feel better supported and happier at this school. Pupils’ achievement is variable. The school has low expectations of what some pupils, including those with special educational needs and/or disabilities (SEND), can and should achieve. Some pupils at the early stages of learning to read are not supported well enough. This hinders how well these pupils learn across the different subjects. Pupils are not as well prepared for their next steps in education, employment or training as they should be. Pupils’ behaviour both in lessons and around the school is poor. Some pupils display negative attitudes towards learning. They do not engage well in lessons and often walk out of classes. Some pupils do not show respect to staff or to each other. Pupils’ attendance is low. The proprietor body has not acted rapidly enough to improve, or respond to, the considerable weaknesses in the school. While the school has started to prioritise the most pressing issues, there are many aspects of its work that require urgent improvement.