All pupils at this school have special educational needs and/or disabilities (SEND) and an education, health and care (EHC) plan. Over time, pupils have not received the necessary stability and routines that they need to thrive. Too many pupils receive poor classroom experiences. Staff’s expectations are low. Some pupils do not receive the support that is set out in their EHC plans. Teaching does not motivate pupils to learn. Staff accept too readily when pupils refuse to start or complete work, or when they are disrespectful. As a result, pupils do not achieve well. They fail to make the progress through the curriculum of which they are capable. The school is beginning to take action to improve pupils’ experiences. Pupils are beginning to benefit from this work. Increasingly, pupils are adhering to the higher expectations set out in the school’s behaviour policies. For example, incidences of poor behaviour are reducing. Pupils attend school regularly and they are safe. Effective pastoral care is a top priority. Pupils have trusted adults to work with. Pupils gain confidence through a range of wider experiences, such as boxing lessons, learning outside in local woodlands and through the Duke of Edinburgh’s award. Secondary-age pupils study for qualifications, such as functional skills and GCSEs.