Pupils at Running Deer School experience a unique and individual approach to their education. The focus is on repairing pupils’ negative perceptions of education and developing self-belief and aspiration. However, not enough priority is given to pupils’ academic learning, once safe and trusted relationships with staff have been established. Staff spend too much time negotiating with pupils over their learning. This limits pupils’ ability to build new knowledge and progress in their core skills, such as literacy and reading. Staff and pupils behave respectfully towards each other, most of the time. Despite working one to one, pupils have appropriate opportunities to work and interact with others. Pupils feel safe and enjoy attending. They value the understanding staff have of the challenges that they have faced and still need to overcome. Staff want the best for pupils so that they are prepared for their next steps. However, too many staff do not have the resources, expertise or necessary training to meet pupils’ academic needs. Parents are overwhelmingly positive about the nurture and individualised support their children receive. They describe the positive impact the school has had on their child’s well-being, self-worth and understanding of themselves.