Pupils attend the school following long periods of absence from formal education. The majority enjoy coming to school. They say this is because they feel that the staff care about them and want them to do well. Relationships between teachers and pupils are positive and supportive. Pupils say they feel safe at school. They say that bullying is rare. They are confident that staff will help them to resolve any problems. Developing pupils’ personal development is a key strength of this school. Pupils genuinely enjoy the range of opportunities and meaningful trips they are able to undertake. For some, this is the first time they have experienced social activities and made genuine friendships. They say that school teaches them to respect one another and appreciate that we are all different. Leaders set out the best intentions through the curriculum; a wide range of subjects are available. They want pupils to do well. Pupils who engage well with what the school offers learn more and remember more. A few pupils do not attend regularly enough and are often late. This sporadic attendance and inconsistent engagement mean that pupils do not do as well as they could. Staff mostly help pupils to behave appropriately. They set high expectations and reinforce these. Pupils say that behaviour is generally good. On occasion, however, negative behaviour interrupts learning. A few pupils choose to leave their lessons and struggle to re-engage. This has a negative impact on how well pupils achieve. Work that they have missed as a result is not routinely followed up, leading to gaps in learning.