Pupils’ learning across the curriculum varies from subject to subject. It also varies considerably within subjects. In subjects such as history, mathematics and physical education, many pupils acquire sound knowledge and skills. Such secure foundations are not in place in every subject. Assessment does not give teachers a clear picture of what pupils know and can do. Senior leaders are working with subject leaders to strengthen curriculum planning and assessment. This work is at an early stage of development. Pupils can access a wide range of sports at lunchtime and after school. Teachers provide high-quality experiences in the visual and performing arts. For those pupils who take part, these experiences build confidence and cultural capital. However, not enough pupils benefit from the additional experiences which the school offers. Many pupils concentrate well in lessons. They are keen to learn. Adults often build positive relationships. However, behaviour in lessons varies from classroom to classroom. Too often, pupils’ learning is disrupted by low-level disruption. Leaders’ expectations for pupils to be safe, ready and respectful are not consistently implemented by staff. Some pupils feel that swearing and boisterous behaviour go unchallenged. Leaders have developed a strong student support team. They work very closely with pastoral staff to address pupils’ needs. Staff take action when they have concerns over pupils’ welfare. Despite this, some pupils still feel that their concerns are not heard. A significant minority of pupils lack confidence in how well adults address bullying. Leaders are improving curriculum plans and behaviour systems so that pupils are better supported.