For many pupils, their educational experience at The Promise School has been hindered significantly by poor behaviour and weak attitudes to learning. The school’s expectations of pupils’ conduct and achievement are low. Pupils regularly opt out of learning and lessons are frequently disrupted. The approaches that staff use to help pupils manage their behaviour lack consistency. This has a negative impact on pupils’ learning and their ability to make progress against the targets in their education, health and care (EHC) plans. Some pupils do not trust or have confidence in the school’s current provision for their education. Consequently, they say that, at times, they do not feel safe because of the conduct of their peers. Pupils’ academic learning is impeded because the school does not take account of their starting points or meet their special educational needs and/or disabilities (SEND). The school is developing its curriculum to increase its ambition and effectiveness. It has started to raise its expectations of what pupils should know and be able to do. However, this work is in its infancy. Currently, pupils do not benefit from a well-designed curriculum that enables them to achieve well. Pupils wider understanding of the world is increasing through the school’s personal development offer. Pupils are starting to benefit from opportunities to develop beyond the academic curriculum. This includes experiences of the world of work, supported by independent careers advice, and a valued outdoor learning offer.