The school knows its pupils well. All pupils have complex social, emotional and mental health (SEMH) needs. Many arrive having missed significant time in education. School staff take the time to understand what interests and matters to pupils. They use this information to provide activities that help pupils to feel part of and engage in the school community. Most of the time, pupils are calm and have positive, trusting relationships with the staff around them. During break and lunchtimes, a family atmosphere is evident, with pupils and staff eating and playing games together. Pupils develop the capacity to manage their emotions through the school’s extensive offer of therapies and support for their SEMH needs. Staff are skilful and sensitive in managing pupils on occasions when pupils find this difficult. This is underpinned by detailed information about each pupil, which is used well to meet pupils’ needs and keep them safe. The school has high expectations for pupils, which are reflected in the positive conduct and engagement seen through the school. However, expectations around pupils’ learning are limited by the current, underdeveloped curriculum. Pupils do not consistently access an ambitious curriculum offer. At times, learning activities do not effectively support pupils to build knowledge over time.