The school’s curriculum is not well structured. In some subjects, pupils do not learn the intended curriculum well. Pupils with special educational needs and/or disabilities (SEND) do not benefit from a good quality education. The curriculum does not support all pupils to achieve well. Pupils attend Core Training and Development as an alternative provision when their home school is unable to meet their needs. All pupils who attend this setting remain dual registered with their home school. Expectations of pupils’ behaviour and conduct are high. Pupils know what is expected of them. They can explain how the school’s behaviour approach is applied consistently and fairly. Poor behaviour rarely disrupts lessons in school. When incidents do occur, leaders and adults manage them sensitively and well, quickly de-escalating any difficult situations. Adults in school are passionate about creating a positive environment in which young people are able to flourish. Pupils understand the school’s systems and how these are designed to keep them safe. Relationships among pupils and staff reflect the positive, caring culture that has been established. This culture has led to significant improvements in the behaviour and attendance of all pupils in this setting. Many pupils explained to inspectors why they feel supported and cared for well. They are able to share examples of how they are thriving at Core Training and Development when their other school placements have failed. Parents and carers are extremely positive about this school. They recognise the improvements their children are making. Some parents spoke of the support they receive. They are pleased that their children are now able to plan for a future in education, employment or training. They had previously thought this impossible.