Many pupils do not attend school regularly enough. This includes some pupils with special educational needs and/or disabilities (SEND) and disadvantaged pupils. When pupils do attend school, too many choose to miss lessons regularly. Leaders’ expectations and actions to improve attendance and truancy from lessons are not effective enough. Many pupils feel unsafe because of unkind and hurtful comments made by their peers. Leaders and staff do not challenge racist, sexist and homophobic comments robustly or swiftly enough. Pupils have little or no confidence in leaders’ ability to deal with their concerns. Many pupils told inspectors that they do not report cases of bullying for fear that leaders’ actions might make things worse. In some lessons, pupils behave well. These lessons are orderly and calm. Leaders’ expectations for pupils are high in most subjects. However, not all lessons are as purposeful as others. In many lessons, staff do not address disruptive behaviour. As a result, learning is regularly disturbed. Pupils engage with the school’s values through the ‘GFM way’. Leaders and local business partners have captured the essential skills required for future education and employment, known as ‘Gosport Futures’. These skills underpin much of the curriculum, especially at key stage 4.