Pupils do not have access to a curriculum that is coherent and well structured. Too few subjects are effectively planned or delivered. Staff’s expectations of what pupils can learn are too low. Leaders have not developed teachers’ subject knowledge effectively. This hampers pupils’ learning as they move through school. Pupils in each key stage do not achieve highly. By the end of Reception, not all children are ready for the demands of key stage 1. Most pupils want to learn and behave well. There are instances where adults foster mutual respect and pupils respond well to this. However, low-level disruption is evident. In some classes, there are significant groups of pupils who do not engage with their learning. Older pupils spoke about the inappropriate language they hear in school. They say that homophobic, sexualised and racist language is used. This makes pupils feel uncomfortable. Bullying is commonplace. Pupils say that they are afraid to challenge these behaviours as it can result in them also being bullied. Leaders and governors have not ensured that pupils learn effectively about local and national risks, such as county lines. Opportunities to discuss and debate issues are not woven effectively through the curriculum. Pupils enjoy trips to places such as Salts Mill in Saltaire and speak with excitement about the school’s forest school.