The curriculum does not meet the needs of pupils, including pupils with special educational needs and/or disabilities (SEND), well enough. Leaders, including governors, do not have an accurate view of the school’s strengths and weaknesses. Therefore, improvements in the curriculum, including for children in the early years foundation stage (EYFS), have not been sufficient. Leaders prioritise pupils’ well-being. Pupils are happy and feel safe in this caring school. Pupils know that staff will listen to their worries. Parents told us that their children look forward to attending school. Parents share the view that staff are approachable. Pupils are polite and behave well. They understand that mutual respect is important. Bullying is rare; but when it happens, pupils are confident that it will be dealt with swiftly. Pupils enjoy holding roles of responsibility, such as digital leaders and house captains. They talked enthusiastically about how such roles help them to develop into responsible citizens. ‘Everyone is different, and everyone is valued’ was a typical view from pupils. Pupils’ personal development is a strength of the school.