Familiar staff greet pupils warmly as they arrive at school. Pupils respond well to the routine of being registered and then independently walking to their classrooms. These well-established actions enable staff to check on how pupils are feeling and to tailor start-of-the-day activities to individual pupils’ emotional needs. Pupils are able to make the transition between home and school calmly and so learning starts on time. Both leaders and staff have high expectations for pupils who attend the school. Individual learning plans are put in place; these closely match pupils’ capabilities and wide-ranging needs. Pupils experience success, making progress socially, emotionally and academically during their time in school. Not all pupils find it easy to manage their behaviour when they first start at the school. Gradually, they learn to trust staff, and this helps them to begin to regulate their feelings and emotions. Over time, the behaviour of individual pupils improves. Pupils feel safe in school. Those pupils who spoke to inspectors were clear that bullying is not a problem in this school. They said that this is because staff would sort out any bullying should it happen.