Weaknesses in leadership and poorly managed change have contributed to pupils receiving an inadequate quality of education. The curriculum is poorly planned. It is not coherent or sequenced well. As a result, pupils do not secure the knowledge and skills they need to be ready for the next stage of their education. Nevertheless, pupils like coming to school and feel safe. Staff are dedicated. They want pupils to achieve and be happy. However, staff’s morale is low. Too many new initiatives and changes over time have led to staff feeling exhausted and confused. They do not know whether they are ‘coming or going’. Some parents are anxious about the future. Pupils are not clear about what is expected of them in relation to their learning. Pupils say that behaviour is not consistently good. The behaviour of a minority of pupils is detrimental to others, particularly to older pupils. Poor behaviour gets in the way of learning. Pupils understand what bullying is. They say bullying can happen but when it does, leaders deal with it. Leaders provide pupils with experiences to support their personal development, such as through trips and visits. However, these opportunities are not planned well enough to ensure pupils link these opportunities to their learning.