Pupils are proud to attend this school. They told inspectors that staff will help them if they have any worries or concerns. Leaders place a high priority on pupils’ mental health and well-being. Staff forge strong relationships with pupils and their families. Leaders deal with any incidents of bullying effectively. This helps pupils to feel safe. Pupils, including those with special educational needs and/or disabilities (SEND), are happy in the school. They make friends easily and get on well together. Pupils respond well to staff’s high expectations of their behaviour. They are polite and courteous. Pupils can explain the importance of their school rules: ‘ready, safe, respect’. They make every effort to fulfil them. They strive to be awarded a ‘challenge star’ each half term. Leaders have high aspirations for pupils. However, they do not fulfil them for all pupils in all subjects. This is because, over time, pupils have not benefited from an ambitious curriculum that helps them to build a deep body of knowledge. They are beginning to benefit from an improved curriculum, but there are some aspects of it that teachers do not teach well enough. This means that, in some subjects, pupils, including children in the early years, do not achieve as well as they should. Pupils enjoy many opportunities to develop as confident, young citizens. They eagerly carry out the responsibilities of being, for example, reading champions, play leaders and members of the school council. They value the range of visits that staff organise for them. These include trips to the beach and different activities such as rock climbing, which enable them to challenge themselves. They were keen to talk about the sports, choir, mindfulness and book clubs that they attend.