All pupils have special educational needs and/or disabilities (SEND). They have significant medical and learning needs. They require a high level of bespoke care. The school has not ensured that staff have the knowledge needed to identify and act upon the specific risks that pupils face. Staff do their best to manage pupils’ safety. However, the school’s safeguarding culture and practices do not mitigate these risks. This places pupils at risk of harm. The school is experiencing a very turbulent time. This has resulted in a decline in the quality of provision. High staff turnover affects how well the curriculum is delivered. Some pupils do not access the full curriculum content, including aspects of relationships and sex education (RSE). This limits how well they achieve. This is particularly the case for sixthform students, who do not receive the quality of education they deserve. Staff changes result in some pupils’ behaviours becoming unsettled. Pupils follow a curriculum that is suited to their specific needs. They receive the necessary adaptations identified in their education and health and care (EHC) plans. However, pupils sometimes do not get the support needed to make progress academically or in their behaviour and personal development. Pupils are calm and positive with familiar adults. They enjoy swimming and yoga. Pupils like music, the outdoor play equipment and their sensory sessions. This supports their physical and mental well-being.