Pupils do not receive an acceptable standard of education. Leaders have low expectations of pupils. The curriculum that pupils receive is narrow. Leaders prioritise reading, mathematics and pupils’ personal development at the expense of other subjects in the key stage 1 and 2 curriculums. Pupils’ knowledge in many subjects is not secure. In addition, leaders have not designed the early years curriculum well. Children and pupils across the school are not well prepared for their next stage of education. Many pupils with special educational needs and/or disabilities (SEND) receive an even weaker deal than other pupils in the school. Some of these pupils are not taught by suitably trained teachers. These pupils experience a significantly reduced curriculum. This prevents them from developing the knowledge and skills that they need to succeed. Leaders do not ensure that children and pupils are kept safe. They do not have high enough expectations of how pupils should behave. Children in the early years are not introduced to clear routines. They struggle to understand what is expected of them as a result. Leaders do not support staff to manage pupils’ behaviour effectively. Some pupils behave in an unsafe manner outside lessons. This inappropriate conduct is not challenged by staff. Leaders’ records of behaviour show that bullying does occasionally happen. However, pupils were confident that leaders deal with incidents well. Pupils benefit from the experiences that leaders provide to enhance their wider development. Leaders ensure that pupils’ physical health is well supported. Pupils are happy in school. They experience much success in sport.