Pupils feel safe, valued and cared for by staff. They develop strong relationships with staff that help them to focus on their learning. Leaders and staff have high expectations and aspirations for pupils. The school is transformative in helping pupils to believe in themselves and develop knowledge and skills for their next steps in education and work. Pupils have positive attitudes to learning. They want to succeed. Leaders have put in place clear behaviour systems, which pupils follow. Pupils state that any friendship issues are resolved by staff quickly. Although pupils’ attendance has improved, it is still below where it should be. Leaders acknowledge that if pupils are not in school, they are not learning. Leaders have established a rich curriculum that enables all pupils, including pupils with special educational needs and/or disabilities (SEND), to succeed. For example, pupils learn about bicycle engineering and landscape gardening. Leaders create personalised curriculums for many pupils, particularly if they have gaps in their knowledge. For example, in mathematics, the teaching uses pupils’ assessment information to help them learn more and remember more. The curriculum for English is effective, but pupils do not study reading texts in as much depth as they learn about writing skills.