Most pupils feel happy in school. Pupils often come to the school having missed significant periods of their education and with previously poor attendance. Many pupils appreciate the support that they receive. Pupils reported that there is an adult in school that they can talk to if they have any concerns. Pupils reported that they feel safe in school. However, leaders’ lack of oversight means that the systems to keep pupils safe are not effective. Leaders do not gather enough information about poor behaviour, including bullying, to deal with such incidents effectively. Leaders’ expectations for pupils’ behaviour are low. Some pupils misbehave during lessons, and this is not challenged by teachers. That said, pupils are generally polite to adults. Too many pupils are regularly absent from school. The curriculum is narrow and lacks ambition. Pupils are only able to study English, mathematics and science. This puts them at a considerable disadvantage when considering their next steps in education, employment or training. The proprietor and leaders do not have high expectations of what pupils can achieve. Pupils, including those with special educational needs and/or disabilities (SEND), underachieve considerably. Pupils do not benefit from an effective programme of personal development. Pupils do not study relationships and sex education (RSE), nor do they learn about fundamental British values or different religions. Pupils do not receive an appropriate programme of impartial careers education, advice and guidance. This prevents them from being fully prepared for life in modern Britain.