The school’s safeguarding arrangements are not effective. This places pupils, particularly older pupils, at risk of harm. The school is not clear about the actions taken to keep pupils safe. It does not identify trends in safeguarding incidents to inform its work. Older pupils experience incidents of poor behaviour, which are becoming more frequent. The school is unaware of the extent of this unacceptable behaviour or incidents of bullying. Staff use restraint frequently because they do not have the expertise or support to deal with challenging behaviour. Pupils join the school after having had a challenging experience of education, often with many gaps in their knowledge. All are pupils with special educational needs and/or disabilities (SEND). Pupils in the secondary phase do not receive the quality of education they deserve. Teachers’ expectations are too low. They do not help pupils gain the knowledge that they need. In the primary phase, pupils learn better as their needs are understood, expectations are higher and learning helps pupils build on their previous knowledge. Older pupils do not study a coherent programme for personal, social, health and economic (PSHE) education. They do not learn how to keep themselves safe or about other cultures. Although some pupils benefit from wider opportunities, for example in music, pupils have limited opportunities to develop their interests and talents.