Pupils are welcomed and cared for in the school’s positive and nurturing environment. Many pupils join after being out of full-time education for long periods of time. Staff understand this and provide pupils with the motivation and confidence to believe in themselves once more. As a result, pupils flourish, make new friends and become successful learners. Pupils’ behaviour improves significantly. Pupils understand that they are expected to follow the school’s routines and to behave sensibly. Pupils’ social, emotional and mental health needs mean that they do become anxious or agitated from time to time. Staff sort out any problems quietly, sensitively and without fuss. During the inspection, pupils were polite and keen to talk with us about their school. Pupils feel safe. They told us that bullying is not a problem. Pupils say that there is always someone on hand to help if they are worried or upset. Pupils enjoy outdoor learning. Activities such as horse-riding and hiking enhance pupils’ well-being considerably. Pupils are proud of the school’s outside environment that they have helped to design. Older pupils have help with decision-making about their future education and careers. Parents and carers praise the school and say it has transformed their children’s lives. A parent, summing up the views of others, commented, ‘This school is all we could want for our child. Our child is understood, supported, encouraged and inspired.’ What does the school do well and what does it need to do better? Since the previous inspection, much has been done to improve the curriculum and embed a positive culture for learning. Leaders and the staff team work together well. They share the same determination for all pupils to succeed. As a result, the quality of education the school provides is good and improving. The headteacher, who is also the special educational needs coordinator, ensures that staff receive appropriate information before pupils start. Many pupils have gaps in their learning. Leaders and staff are quick to assess pupils’ needs when they join the school. They understand that getting this aspect correct at the start will pay dividends later. They also understand that low levels of self-esteem and high levels of anxiety need to be addressed before pupils will engage successfully in learning. The curriculum follows the national curriculum. The deputy headteacher has made sure that teaching plans for all subjects are well sequenced and support pupils to develop their knowledge and understanding over time. In English and mathematics, teachers follow these plans closely so that pupils build their literacy and numeracy skills successfully.