Over time, pupils have received a mixed quality of education and school experience. Staff have not consistently set high enough expectations for what pupils can achieve. In recent months, the school has taken positive steps to improve pupils’ learning and pastoral care. However, this is not yet fully realised in pupils’ achievement and engagement. Most pupils who attend school regularly are happy and safe. They speak positively about their relationships with staff. While some pupils occasionally disrupt lessons, staff respond with skill and kindness. Too many pupils do not attend school often enough. This pattern has continued over time. Low attendance leads to significant gaps in pupils’ knowledge and skills. As a result, pupils’ achievement in the curriculum has not consistently matched what they are capable of. For many, this includes missing out on achieving nationally recognised qualifications. Some pupils’ special educational needs and/or disabilities (SEND) mean that they find social situations hard. The school actively provides a range of cultural experiences to support pupils’ development. For example, many pupils take part in trips and visits. They also enjoy new activities such as boxing and learning outdoors. This pushes pupils out of their comfort zone and strengthens their self-esteem in meaningful ways.