In the past few years, leaders have raised expectations of what pupils are capable of, especially in English and mathematics. The school’s consistent approach is helping more pupils to become confident readers, writers and mathematicians. Nevertheless, the quality of pupils’ experiences in the wider curriculum is not yet good. Leaders and teachers have not implemented the curriculum plans well enough to meet all pupils’ needs. Pupils do not know or remember enough about the subjects they learn. Pupils are polite and friendly at this inclusive school. They understand the school’s values of ‘respect, resilience and responsibility’. Pupils try hard to live by these in all they do. For example, in assembly, they learn about the importance of respecting different cultures and beliefs. Staff expect pupils to behave sensibly in lessons, and most do. Pupils play happily with each other at playtimes. They enjoy many activities to keep them physically active, such as ‘swing ball’ and using the climbing frame. Pupils feel safe in school and attend regularly. They know the difference between bullying and falling out with friends. Pupils say that bullying does not happen often, but when it does, staff deal with it quickly. Leaders’ records confirm this view.