Mostly, pupils, including pupils with special educational needs and/or disabilities (SEND), feel safe. They said that there is an adult in school that they could approach if they had any worries or concerns. More recently, leaders, and those responsible for governance, have acted to raise teachers’ expectations of pupils’ behaviour and what pupils achieve academically. This is particularly the case for pupils with SEND and disadvantaged pupils. However, some teachers do not receive the support that they need from subject leaders to deliver curriculums effectively. This hinders pupils, including those with SEND, from achieving as well as they should. Many pupils follow teachers’ instructions and focus well on their learning. These pupils want to do well and they try their best. However, pupils also told inspectors that the behaviour of a minority of their peers disrupts their lessons. This has a negative impact on how well pupils learn the curriculum. Many pupils are confident that incidents of bullying will be taken seriously and dealt with effectively by staff. That said, a small proportion of pupils lack confidence in leaders’ systems to deal with bullying and prevent it from happening again. Some pupils, including those who attend the specially resourced provision for pupils with SEND (specially resourced provision), appreciate the activities on offer at breaktimes and lunchtimes. For example, some pupils enjoy being members of the brass group. Others are regular attendees at choir practice, netball, football and the dungeons and dragons club.