Pupils experience an unambitious curriculum that is not taught well. Some subject curriculums are still being constructed by leaders. Leaders do not have high enough expectations of what pupils can and should achieve. They have not taken sufficient actions to ensure that pupils learn all that they should. Consequently, pupils do not achieve well. Leaders do not safeguard pupils effectively. At times, they do not take swift action in response to concerns about pupils’ welfare. Most pupils think that bullying is dealt with well, but their perceptions are too generous. A few pupils experience repeated incidents of bullying. This is because teachers’ actions sometimes do not put a stop to the bullying that occurs. Leaders and governors are not alert to, or acting on, any unresolved bullying issues because they lack sufficient oversight in these areas. Despite these weaknesses, pupils still state that they feel safe and happy at school. Leaders do not have high expectations for pupils’ behaviour. They have not made sure that clear behaviour systems and routines are in place. Pupils regularly experience low-level disruption to their learning. Pupils appreciate the residential visits and sports clubs that leaders arrange for them. Older pupils enjoy taking on additional responsibilities around the school, such as helping children in the early years at lunchtime.