Most pupils excel at this multi-site school. Pupils are happy and enjoy lessons and social times. Pupils benefit from curriculums precisely matched to their needs. Some have access to mainstream lessons and others to specialised learning environments. Across all sites, staff are skilled and caring. They make sure that pupils’ needs are met because they know pupils well. Pupils feel secure as a result. Pupils like the positive relationships they have with caring staff. Some pupils arrive following disjointed experiences of education. Others have significant barriers to learning because of their needs. Staff establish pupils’ needs and interests quickly. Most have high expectations of what pupils can achieve. They make lessons interesting. Pupils are positive about their work and learning. However, leaders have rightly identified that more could be expected of pupils at the secondary autism spectrum condition (ASC) site. Pupils behave well at social times and during lessons. Across all sites, behaviour is managed well. There are clear systems for promoting positive behaviour. Staff enhance this because they know pupils well and use this to motivate them. Individual behaviour plans are well considered. As a result, the school is a positive place to learn. Pupils’ behaviour improves significantly over time. Many go on to succeed in the next stage of their education, employment or training. However, leaders’ records of when there are physical interventions are not detailed enough. Consequently, leaders’ analysis of the use of interventions is not as strong as it could be.