Most pupils feel safe in school and get on well together. Most pupils know how to report any concerns they have. Many pupils told inspectors that staff care about them. They talk about how staff help to resolve issues of bullying. A few pupils are not sure what to do when the behaviour of others makes them feel unsafe. Leaders have not made sure that the school’s safeguarding arrangements are effective. They do not pay close enough attention to the possible risks when pupils do not attend full time or do some of their learning elsewhere. Some pupils improve their attendance after joining the school. Others rarely attend and do not engage fully with their learning. They do not benefit from the wide range of experiences planned to support their personal development. Others, including post-16 students, only come to school for part of each week. The poor behaviour of some pupils prevents others from learning. Occasionally, poor behaviour makes pupils feel unsafe. Some pupils who struggle to control their behaviour do not get the specialist support they require. Staff do not consistently take pupils’ special educational needs and/or disabilities into account when planning the curriculum. Not all pupils who find reading difficult get the help they need. Many pupils do not achieve as well as they should. Pupils enjoy contributing to the local area, for instance, through the local arts festival.