Genus Education is a caring community that provides highly effective support to develop pupils’ self-confidence and well-being. Teachers build very strong working relationship with pupils and, as a result, nearly all pupils settle quickly into school and engage purposefully in their learning. Pupils feel safe and enjoy going to school. Nearly all pupils arrive at school promptly, ready to learn. They develop highly positive attitudes towards their learning and make secure progress in their learning from their initial starting points. Around half of pupils have transitioned on to mainstream school or further education within the last three years. This is a strength of the school. Overall, teachers develop curriculum plans that support pupils well to develop the skills and knowledge to prepare them for their next stage of education. This curriculum offer is enriched with a range of engaging activities outside of the classroom, for example through visits to museums, castles or fencing sessions. However, in a few areas, such as science, the curriculum lacks rigour. Teachers gather a range of useful information to evaluate pupil progress. Systems in relation to monitoring the progress pupils make in their learning are newly established and it is too soon to evaluate their impact. Teachers know their pupils very well and generally plan lessons which ensure that pupils make secure progress in their understanding and skills. However, in a few lessons, learning is constrained by an overreliance on worksheets, which are not matched well enough to the needs of pupils. School leaders have developed a clear vision, which is shared effectively with staff and guides the work of the school. They have developed worthwhile relationships with partners and their close working relationships with the residential team support pupils’ learning successfully. The headteacher has developed a suitable range of quality assurance activities as well as policies to guide the work of the school. However, these systems do not consistently identify areas for improvement or the impact that teaching has on learning. Staff benefit from a range of beneficial professional learning opportunities, which strengthen their practice in supporting pupils’ emotional and educational needs. However, opportunities for staff to share good practice internally and externally are underdeveloped.