Leaders have not put the necessary arrangements in place to safeguard pupils. Pupils, generally, say that they feel safe, but leaders have not planned a curriculum to ensure pupils are aware of the risks they may face and how to manage them. Leaders have not clearly set out what they want pupils to learn in many subjects. Teachers do not know how the curriculum builds on what pupils have learned in the past. This leads to gaps in pupils’ understanding. Pupils do not remember important knowledge. Teachers give pupils extra work and extra sessions to try and fill these gaps. Pupils have a shallow understanding in many subjects when they leave Year 6. Leaders’ plans for what children will learn in the early years are not effective. Staff select activities that they think will be fun, without thinking how these will develop children’s skills and knowledge. Too much of what children do in the early years does not benefit them when they start Year 1. Pupils conduct themselves well when moving through school. They settle down to get on with their work quickly and sensibly. Pupils say that bullying is rare. When it does happen, leaders deal with it. Pupils enjoy a wide range of trips and activities, such as going to the pantomime or talking to local authors. However, pupils do not know enough about life in modern Britain. Pupils told inspectors that they want to learn about the diversity in their community but are not taught about it. For example, pupils are unclear about family structures that are different to their own.