This is an improving school. Pupils talk positively about recent improvements. They say that teaching, the environment and behaviour have all got better. They value their ‘Chill Out Room’ and understand how they must conduct themselves in order to use it. Relationships are positive. Staff make time to get to know pupils when they join. Pupils’ needs are identified and carefully planned for. Staff know how to help when pupils struggle to manage their behaviour or their emotions. When this happens, pupils are supportive of one another. They do their utmost to stay focussed on their work. Pupils value the work of the pastoral support team. As one pupil said: ‘When things get difficult, they talk us through it.’ Across the staff, there is a united ambition for pupils. The school’s values are commonly understood and strived for. Pupils know what is expected of them, including the aim for them to be ‘proudly passionate’, ‘creative collaborators’ and ‘robustly resilient’. They appreciate earning points for demonstrating these and the rest of the school’s values. Pupils say that the curriculum has improved. Inspectors agree. However, the curriculum remains at an early stage of development and implementation. Pupils are yet to benefit from a good quality of education.