Pupils happily and regularly attend this calm and inclusive school. They feel safe when they are at the school and learn how to be safe as part of their wider community. The pupils here have complex neurodevelopmental and learning needs. Staff know their pupils very well and put in place effective and precise support, which means that pupils achieve well. A sense of warmth is evident in the relationships between staff and pupils. Pupils know that adults want the best for them, and they trust the decisions that adults make, alongside their parents, to help them. Behaviour is therefore mostly positive throughout the school. Break and lunch times are well supported, and pupils play together with kindness and respect. Pupils understand and adhere to the rules and routines set by the school during social times. Sometimes, pupils do find it difficult to manage their emotions. When this happens, expertly trained staff are effective in supporting pupils to become regulated and calm. The school is changing parts of the curriculum to be appropriate for the evolving needs of pupils who attend here. It has high expectations and ambitions for pupils. As a result, most pupils strive to achieve their best in their learning and conduct.