Red Rose School offers a welcoming, inclusive and nurturing environment where pupils feel safe, valued and proud to belong. The school’s strong sense of community and commitment to kindness are reflected in the positive relationships between pupils, staff and families. Parents appreciate the regular and effective communication they receive from the school. The curriculum is broad and balanced, combining academic and vocational pathways tailored to pupils’ individual needs. There is a clear emphasis on developing independence through real-life learning experiences, such as cooking, travel training and personal finance. The majority of pupils benefit from practical learning on the school farm. The curriculum supports pupils to re-engage with learning, and over time, the majority of pupils show improved attendance. However, the curriculum does not include learning about protected characteristics or the risks of radicalisation well enough. Teaching is generally effective, with most staff using creative approaches used to engage pupils. Staff implement consistent routines that support pupils' learning and well-being. Many pupils make secure progress in developing literacy, numeracy, physical and creative skills. However, in a few cases, teaching lacks sufficient pace or challenge, and a few staff are less confident in delivering specialist subjects. The school has clear safeguarding procedures and well-defined roles. Staff receive regular training, know their pupils well and develop positive, professional relationships with them. However, the school does not place enough emphasis on teaching pupils about protected characteristics and the risks associated with radicalisation. In addition, staff responses to pupil behaviour are occasionally too informal and do not consistently align with the school’s behaviour policy. Leaders are visible and involved in daily school life. They demonstrate passion and commitment, and staff morale is high. Internal staff development is well supported, and recent expansion has brought additional expertise to the team. Although the school collects data on attendance, behaviour and progress, it does not use this information well enough to evaluate the impact of its work or to monitor progress against improvement priorities.