The school has not established an effective safeguarding culture. Important information is not shared well enough between staff. Arrangements to keep pupils safe are insecure. Attempts to improve this, and other parts of provision, have been negatively affected by the pressures of managing a shrinking budget. Pupils rightly believe that more could be expected of them. They say that low-level disruption affects learning. New approaches to managing behaviour are not consistently applied. This means that pupils’ self-motivation varies. Most pupils and parents say that bullying is not an issue, but others do not agree. The school takes bullying seriously. However, weaknesses in managing concerns contribute to a perception that bullying is not tackled consistently well. There are inconsistences in how well the curriculum is implemented. Often, expectations are too low. This affects learning, particularly for those with special educational needs and/or disabilities (SEND). Nevertheless, pupils learn some parts of the curriculum well. For example, learning is better in mathematics or when reading in key stage 2. Pupils like going to school. They appreciate the opportunities to learn outside and beyond the classroom. For example, they speak positively about the camps, trips and clubs available to help them learn.