Staff care greatly about the pupils at this school. They go the extra mile to ensure that pupils get the most from their education. This means that pupils want to carry on learning. They concentrate in lessons and are eager for more. Pupils’ behaviour is excellent. The atmosphere in school is friendly and purposeful. Pupils feel safe, and several told me that there is no bullying. Pupils are confident that teachers will sort out any concerns that they may have. Parents and carers are really pleased with the school. They know their children are happy and are getting on well. Staff are trained to provide whatever care pupils need. Even for the most poorly pupils, parents are able to let their children go to school, secure in the knowledge that they will be well cared for. During the inspection, one parent echoed the feelings of others, saying, ‘This school provides the utmost care and stability for my child.’ What does the school do well and what does it need to do better? All staff are determined to give every child who comes through the school’s doors the best possible start in life. Leaders have successfully created a culture where staff feel valued and supported. Leaders ensure that all staff receive highly effective training. This includes working with mainstream colleagues across the trust to share expertise. As a result, staff are experts at delivering learning in engaging, interesting ways that pupils fully understand. Every pupil follows their own personalised curriculum. Pupils’ targets in their education, health and care plan are cleverly broken down into achievable, yet aspirational, smaller steps. These sit alongside appropriate elements of a full range of curriculum subjects, such as modern foreign languages. In most areas of the school, including in the early years, pupils’ learning is carefully and individually sequenced. This ensures that they reach the ambitious targets teachers set, including for pupils from disadvantaged backgrounds. However, in a few subjects, leaders have not made sure that teachers have the required subject-specific knowledge. Not all teachers understand what they need to do to precisely implement the school’s plans for how subjects should be taught. Pupils enjoy taking part in a wide range of activities that broaden their learning, for example spending time in local woodland areas. Secondary-aged pupils are able to choose some of their own courses, including photography and sculpture. Parents are included in this decision-making. Older pupils are expected to make a positive contribution to the community by taking part in fundraising, charity work or volunteering. Parents told me that they are happy with how well their children are achieving. Parents put this down to staff being really committed to each child’s personal development. They appreciate how approachable the staff are and feel well informed about the next steps of their child’s learning. Pupils become familiar with subject-specific vocabulary that adults provide during lessons. However, some pupils do not develop their speaking skills further because they are not given the vocabulary they need to communicate informally outside the classroom. Children in the early years, including the two-year-olds, thrive in the excellent care of the adults who work with them. Classrooms are lively, interesting places. This helps children and staff communicate well together. On the rare occasion that pupils are distracted from their learning, staff are able to quickly refocus the pupils to get them back on track. Teachers are imaginative in their planning. For example, they help children to count using musical instruments and songs. Staff work closely with parents to ensure that there is consistency between home and school. Teachers help pupils to enjoy reading and pupils develop their reading skills well. This starts as soon as children join the school in the early years. Teachers give pupils a wide range of fascinating books, including Shakespeare’s ‘The Tempest’. Workshops help parents to contribute to pupils’ love of books and their understanding of words. Staff want to give pupils every chance to do well and continue their education when they leave the school. They help pupils to move into appropriate placements when they leave the school, such as enrolling in college courses. As a result, pupils are confident to take their next steps.