Pupils do not experience a well-designed curriculum. The school has not developed a curriculum that meets pupils’ needs, including for a large proportion of pupils who speak English as an additional language (EAL). As a result, pupils in all key stages have significant gaps in their learning and do not achieve well. Expectations of what pupils can achieve are too low. Pupils feel cared for and safe. They behave well and are courteous and kind. However, the curriculum is not ambitious enough and so pupils’ attitudes to learning are not always positive. Pupils become disengaged and distracted in lessons and lose focus on their learning. Pupils are invested in the school’s vision to ‘be the light’. They enjoy being part of the school council and worship committee. However, there are limited opportunities for pupils to enhance their learning through broader experiences, including trips, visits and extra-curricular clubs. The school knows its community well. It is committed to support families who arrive mid-year and is proud about how it welcomes new children. A ‘new arrivals’ group to support transition is in place, as well as work with local partners to gain a clear understanding of individual family needs.