Pupils’ behaviour is often poor. Incidents of disruption and aggression are too common. The behaviour of some pupils during lessons is disrupting learning. Pupils are potentially unsafe. Adults are sometimes left to deal with pupils’ challenging behaviour without support from senior leaders. Some pupils and staff do not feel safe in school. Leaders do not link pupils’ misbehaviour with safeguarding records or incidents. Therefore, they are not identifying or addressing well enough incidents of pupils’ poor behaviour. Staff do not have high enough expectations of what pupils can achieve. Different subjects are not planned well enough. Pupils, including disadvantaged pupils and those with special educational needs and/or disabilities (SEND), are not progressing as well as they should. Pupils’ learning is often disjointed within individual subjects and across the curriculum. This is limiting the amount of knowledge pupils acquire by the time they leave the school. Some pupils are being prepared well for aspects of life in modern Britain. They know how to be tolerant, active and eat healthily. Pupils learn about different faiths and cultures. There are some opportunities for pupils to develop their talents and interests. Adults have created a well-resourced environment in the early years, which helps children to be engaged in their learning. Children are encouraged to develop their independence during their learning activities. Relationships between adults and children are positive. Children are well cared for in the early years.