Staff get to know pupils as individuals and support them to follow their own interests effectively. They adjust provision well so that pupils can work at their own pace and take the time they need to complete pieces of work. Pupils and their parents value this aspect of the school’s work. However, sometimes, the expectations of staff for what pupils learn and achieve needs to be higher. The school expects pupils to behave with ‘courtesy and grace’ at all times. Younger children, who learn in the ‘Children’s House’, begin to learn how to work and play alongside others in a considerate and caring way. They learn how to take care of their classroom. Older pupils, in the ‘Elementary Class’ take pride in carrying out their daily ‘chores’ to help care for their classroom. Pupils see school as a safe place, and their attendance is high. Staff consistently prioritise pupils’ emotional wellbeing and happiness. They work with each pupil patiently and kindly. As a result, pupils who find learning challenging grow in self-confidence and, over time, demonstrate a willingness to persist when they find learning hard. While the school has prioritised the quality of education that pupils receive, the proprietor has not ensured that all staff have the knowledge and expertise they require in other areas, including health and safety.