The school does not prioritise pupils’ safety and well-being. When the school is aware of risks to pupils’ safety, it does not act swiftly to address concerns. Pupils’ personal, social, health and economic (PSHE) education is ad-hoc. It is dependent on what the class teacher thinks that pupils should learn. Some pupils do not learn important life skills, such as understanding what consenting relationships are. The school’s arrangements for safeguarding are not effective and this has left pupils at risk of harm. Pupils do not learn a logically ordered curriculum. When pupils move up a year group, they do not build on prior learning. This means that pupils are not prepared well for their next stage of education. In some subjects, such as religious education, there is not a planned curriculum. Consequently, pupils’ learning is accidental rather than by ambitious design. Pupils enjoy the small family feel of the school. They benefit from the focused attention of staff who nurture pupils’ interests and talents. Pupils build trusting and respectful relationships with adults and their peers. In most lessons, pupils listen and pay attention to their teachers.