Expectations of how pupils should behave in lessons and around the school are not high enough. Teachers do not challenge poor behaviour in lessons consistently. Pupils say that their learning is often disrupted by others. Inspectors saw examples of this when they visited lessons. Some pupils say that they feel unsafe because of other pupils’ behaviour around the school. Several pupils who met with inspectors said there are areas of the school where they felt uncomfortable, as a result. Pupils told inspectors that they lack confidence in how leaders deal with bullying. There is not a consistent approach to managing incidents of bullying. Leaders do not record the different kind of behaviours, including when pupils make homophobic or transphobic comments. Consequently, leaders do not know how frequently pupils use such language nor do they ensure that pupils are challenged on such occasions. For some pupils, using such language has become the norm. Some pupils, including pupils with special educational needs and/or disabilities (SEND), are unable to study the same number of subjects as their peers. When this is the case, leaders’ expectations for these pupils are not high enough. These pupils can end up studying qualifications that they have not chosen and that might not meet their needs or prepare them appropriately for their next steps. These pupils are disadvantaged by leaders’ lack of ambition for them.