Pupils feel happy and safe at Manor House School. Most pupils have had negative experiences of other schools in the past and many had very low attendance. When they join, many pupils lack confidence and find relationships difficult. Adults work hard to change this. They create a friendly and calm environment. As a result, most pupils now enjoy school and their attendance improves significantly. Pupils behave well. They know that if they struggle to manage their behaviour, staff will help. Bullying is rare and resolved quickly. Pupils’ personal development is prioritised. Adults help pupils learn how to get on with others. For example, pupils enjoy learning together in the nearby park and woods. Pupils broaden their experiences of the world by visiting local shops and businesses. Since the last inspection, there has been a lot of disruption to leadership and staffing. Some aspects of the school declined. However, things are back on track. Leaders are raising expectations. There is more emphasis on preparing pupils for their next stages in education. Pupils recognise the positive difference the school makes to their lives. As one said: ‘It’s fun. They make you do the work here. They‘ve helped me change my attitude.’ What does the school do well and what does it need to do better? Leaders and staff know pupils very well. They make sure that the right support is in place to meet the requirements of pupils’ education, health and care (EHC) plans. Teachers expertly adapt what and how they teach to suit pupils’ needs and interests. However, over time, pupils do not learn as much as they could. This is because frequent changes to staff have disrupted how the curriculum is planned and delivered. In addition, adults’ expectations of what pupils can achieve have not been high enough. Some aspects of the curriculum are consistently strong. This is typically where staffing has been stable and so curriculum plans are more established. Pupils learn new knowledge and skills especially well in practical subjects such as motor vehicle maintenance and food technology. Those who wish to can spend extra time learning art and music, which creates a joyful, happy atmosphere in the school. Leaders and teachers have started to improve other aspects of the curriculum. Some subject areas, such as physical education and English, are becoming better planned and sequenced. As a result, pupils are learning more in these subjects than in the past. Leaders have made recent changes to the curriculum in mathematics. This is because work was not challenging enough for pupils and they were not achieving what they could. However, the curriculum is less well developed in other subjects, such as science and humanities. Consequently, pupils’ learning across a range of subjects is uneven.