Leaders have created a culture where pupils are eager to come to school each day. Pupils enjoy lessons and feel safe. They talk enthusiastically about their experiences in school. Pupils benefit from learning in the broad range of subjects on offer. The secular headteacher has successfully led steps to improve the curriculum. She has rightly prioritised the reading and personal, social, health and economic education (PSHE) curriculums. These improvements reflect leaders’ high expectations. However, across the curriculum as a whole there are inconsistencies in how well leaders identify what pupils should learn and in supporting pupils to achieve well. Pupils can explain how the range of school trips and enrichment activities on offer are helping them learn more about the world outside their immediate community. Pupils feel safe and supported by one another and by the adults who look after them in school. They think leaders deal well with bullying, but do not see it as a problem in the school. Pupils behave respectfully and cooperatively in and out of lessons. Parents and carers think leaders are approachable and listen to their views.