Pupils appreciate the smaller, home-like feel of this school. They have very positive relationships with school staff. Staff know pupils very well and use this understanding to adapt the learning environment in response to pupils’ individual needs. Pupils and their families feel that the school is a safe environment. However, leaders at all levels and staff do not have the knowledge or understanding needed to keep pupils safe. Teachers plan lessons in ways that engage and enthuse pupils. Those in art lessons commented, ‘We could stay and do this all day,’ while painting. Pupils progress through the curriculum well in a number of subjects, because teachers know their subjects well and design learning confidently. Other subjects, including early reading and English, are less well developed within the school. As a result, pupils are not achieving as well in these areas as they should. Pupils enjoy the wide range of trips. These trips support learning and broaden pupils’ horizons. For example, to support pupils’ developing French language, they visited Toulouse, and were able to use their French to shop and to order in a restaurant. Pupils are generally polite and respectful. They are attentive in lessons, and keen to succeed. Some pupils need more support with their behaviour than others, and staff managed this sensitively and calmly.