This is a friendly, nurturing school. Parents say that adults warmly welcome them to this school and they enjoy being part of a compassionate school family. Parents said that the new headteacher has already made a positive change to attendance. For example, one parent said, ‘The new headteacher has brought in rewards that make parents get our children into school on time.’ Pupils show respect for each other and are well mannered. Adults work closely with pupils to build positive relationships. Pupils say they feel safe. They are confident that they can approach staff with any concerns. They say that adults will deal with any incidents of bullying. However, until recently, incidents of bullying and poor behaviour have not been regularly recorded and reviewed. Despite this caring start to school, pupils’ academic achievement is poor. The curriculum is not well planned, and the way in which it is delivered is poor. Pupils do not do as well as they should in reading, writing or mathematics. The quality of education is weak. Pupils complete work that does not build on what they already know or can do. In some lessons, pupils find the work too easy. As a result, pupils lose concentration, and they achieve far less than they should. In the early years, adults miss opportunities to check how well the children are learning. As a result, gaps in their knowledge are not addressed at an early stage. This prevents children from being adequately prepared for the next stage in their education. Pupils are taught how to stay safe online and in school. However, leaders have recognised that pupils have limited experiences of the world outside of school. In response, a range of events and trips have been planned to enhance the curriculum.