Children get off to a good start with their learning in early years. Pupils behave well throughout the school. They have positive attitudes to learning. They are kept safe and bullying is exceptionally rare. Leaders deal well with any isolated incidents. Leaders place a very high emphasis on pupils’ emotional well-being. There is a rich range of experiences, subjects and activities on offer. This includes forest school and clubs such as sports, gardening and photography. Standards and the progress pupils make in reading, writing and mathematics are not good enough. Leaders and governors do not recognise this. They are not doing enough to tackle weaknesses. Leaders and teachers have low expectations of pupils. Pupils are not sufficiently challenged in mathematics to achieve highly. Pupils do not have enough opportunities to write enough in English. Work in pupils’ books shows they also write very little in subjects such as history. Teachers’ approaches to learning and assessment place little emphasis on the importance of correct grammar, punctuation and spelling. They do not identify pupils’ errors and misconceptions. Pupils who find reading difficult are not consistently taught by expert staff. Leaders do not check well enough how teachers are implementing the curriculum.