Pupils do not benefit from a coherent curriculum. As a result, they often find it difficult to acquire the necessary knowledge to be well prepared for the next stage in their education, including in the early years foundation stage (EYFS). Pupils have gaps in their knowledge or sometimes struggle to connect what they know to new or different situations. Pupils, including those with special educational needs and/or disabilities (SEND), are not consistently learning as well as they should. Teachers do not always have high enough expectations of pupils in lessons. Consequently, some pupils have developed poor attitudes to learning. Pupils are not routinely motivated to do their best. This reduces the quality of work they often produce. Nevertheless, pupils enjoy coming to school. They learn through a range of different activities, such as using the beach in history lessons. Pupils enjoy harmonious relationships with each other and adults. This helps to create a positive feel at school. Pupils feel safe. They say that bullying is rare. Pupils are confident that adults tackle any bullying, if it happens. Parents hold very differing views about the school. As a result, leaders are taking steps to improve communication and relationships with all parents.