In recent years, staff have raised their expectations of pupils’ achievement. Even so, some pupils do not achieve as well as they should due to the uneven delivery of the curriculum. Some pupils, including those with special educational needs and/or disabilities (SEND), forge positive relationships with their teachers. Pupils typically believe that they have trusted adults that they can go to for support. The school is strengthening its approach to help pupils foster positive attitudes towards learning. Many pupils are increasingly interested in their learning and they want to do well. In the main, pupils respond positively to the new behaviour management system. New routines have improved pupils’ conduct in lessons. Nonetheless, the updated strategies have not had the desired impact on the poor behaviour of a small number of pupils. The continued poor behaviour of these pupils makes some of their peers feel less happy and safe around school. The school has recently developed new opportunities for pupils to take on roles of responsibility. These leadership roles help to develop pupils’ resilience and respect for others. For instance, the resilience team enjoy supporting and mentoring Year 7 pupils to help them settle into school. Such positions help pupils to build their confidence to work with others across different year groups.