The proprietor does not check how effectively the school safeguards pupils. Some staff lack a firm understanding of the latest statutory guidance. The interim leadership has made effective changes to safeguarding procedures. Pupils feel safe. They know who to talk to if they have any concerns. Despite this, a weak culture of safeguarding exists, which puts pupils at risk of harm. Pupils experience a variable quality of education. They study an ambitious curriculum, designed to give them the knowledge and skills they need to succeed. However, staff do not implement the curriculum consistently well across the school. Therefore, pupils do not achieve as highly as they could in some subjects. Each morning, staff greet pupils warmly as they arrive. This creates a strong sense of belonging. Positive relationships exist between staff and pupils. Typically, most pupils behave well. Occasionally, a few pupils lose focus in lessons and do not engage well in their learning. Pupils take pride in contributing to charitable projects, growing vegetables and composting. Well-established routines, such as ‘rhythmic time’, support pupils socially and spiritually. It helps them to see the importance of teamwork. However, some pupils lack opportunities to broaden their understanding of life in modern Britain.