The Lowen School is a caring school that is focused on meeting pupils’ individual needs. Pupils come to the school after struggling to cope in other schools. Consequently, making sure that pupils feel safe is at the heart of the school’s work. Staff are successful in achieving this. As a result, the school is a calm, safe place for its very vulnerable pupils. When pupils join the school, they meet a skilled staff team led by an inspirational headteacher. Staff get to know pupils’ needs really well. There are high expectations for pupils’ learning and behaviour. Leaders ensure that learning spaces are bespoke to each pupil and staff adapt activities carefully to meet each pupil’s needs. Staff recognise when a pupil begins to get upset or frustrated, and their calming approach helps reassure pupils. As a result, the pupils feel safe, engage in learning and develop new skills. Parents and carers are enthusiastic about the school. They appreciate the commitment staff have to their children. Parents recognise how the school’s high expectations for their children make a difference to their quality of life. One parent spoke for many when they described the school as ‘an amazing place with amazing people driven by their hearts.’ What does the school do well and what does it need to do better? Leaders are ambitious for the pupils at the school. All pupils come to the school with significant emotional and behavioural needs. They have often experienced long periods out of formal education with minimal access to the outside world. This leads to pupils having high anxiety levels about leaving their homes. Leaders and staff share a joint determination for the pupils to feel safe at school, engage in learning and go out into the local community. The pupils’ special educational needs and/or disabilities are carefully assessed by staff and form the basis for their education plans. Leaders link these plans closely to each pupil’s education, health and care (EHC) plan. Leaders have created a well-planned curriculum in mathematics and early reading. In these subjects, teachers carefully sequence what pupils learn. Staff check what pupils know and what gaps they have. They adapt learning activities for each pupil to help them master new skills. Reading and listening to stories have a high priority at the school. There is a reading scheme for pupils for whom it is appropriate. For pupils who can already read, there are daily opportunities to practise reading. Staff encourage these pupils to read a wide range of material and extend their reading skills. The focus is on listening to stories, engaging in the story, and recalling information for other pupils.