Pupils do not receive an acceptable quality of education at this school. The strong start that children make in the early years is not continued beyond the Reception Year. Pupils’ academic achievement has suffered as a result. Some older pupils are unhappy about this, because they do not feel prepared for secondary school. Despite these weaknesses, pupils feel safe and secure here. The school’s expectations for pupils’ achievement are too low. This includes pupils with special educational needs and/or disabilities (SEND) and those who are disadvantaged. Some pupils receive work that they find too easy, especially in mixed-age classes. The trust has helped the school to improve the curriculum. However, these improvements have been enacted too slowly to have had a positive impact, especially for pupils in key stage 2. By contrast, expectations for children in the early years are higher. These children thrive and learn successfully. Most pupils follow the school’s rules and behave well. However, a small number are, on occasions, inconsiderate of the needs and feelings of others. When this happens, it spoils the enjoyment of other pupils, for example, at breaktimes or lunchtimes. Pupils appreciate the activities that the school provides for their wider development, such as sports clubs. However, others wish that there were more opportunities for other interests, such as crafts. Some pupils lack the confidence to participate fully in discussions with others. This makes it more difficult for them to share their thoughts and ideas.