Pupils do not achieve well in this school. They do not learn as well as they should in many subjects. They are not prepared for the next stage of their education. This is because leaders have not thought carefully enough about the curriculum. Pupils do not learn the rich subject content that they need to know and remember. Leaders and teachers lack the educational knowledge and expertise that they need to improve pupils’ experiences of the school. Their expectations of pupils’ achievement and behaviour are not high enough. Governors have not asked the right questions of leaders to find out about the quality of education that pupils are receiving. Pupils, including those with special educational needs and/or disabilities (SEND), lack enthusiasm for learning. They find learning uninteresting. This is because pupils are not inspired by the curriculum. Staff do not make sure that the curriculum matches pupils’ needs or interests. In addition, many pupils learn in an environment that is tired, cluttered and scruffy. Leaders and governors have not used resources well enough to create an environment that supports learning. Many pupils have poor attendance. Other pupils are late for school. This is because leaders have not established clear expectations for the importance of regular attendance and punctuality. Pupils feel safe at school and can speak with staff about any worries that they may have. They said that leaders take bullying seriously and resolve any issues quickly. Many pupils behave sensibly around the school. However, some pupils are unhappy about the unhelpful behaviour of others. This means that some pupils do not learn and play in harmony. Pupils appreciate the wider experiences that staff provide for them, for instance learning outdoors in a woodland area. They enjoy activities at the after-school club.