Pupils do not benefit from a well-managed and well-led school. Almost one fifth of pupils do not attend school regularly. Leaders do not deal effectively with those pupils who engage in aggressive behaviour and bullying. Leaders’ expectations of the standard of pupils’ behaviour are low. Some pupils feel unsafe and intimidated at school. Many pupils with special educational needs and/or disabilities (SEND) do not get a high-quality education. However, pupils who attend the specially resourced provision for pupils with SEND (specially resourced provision) flourish. Their teachers understand and meet their needs well. In the rest of the school, this is not the case. Teachers’ understanding of the needs of many pupils with SEND is poor. Some pupils with SEND become uninterested in their learning and this often leads to them disrupting others. Leaders and governors have narrowed the curriculum for pupils in favour of English and mathematics. This is at the expense of other subjects in the curriculum. All pupils’ knowledge of other subjects is not good enough. Pupils do not achieve well. In contrast, children in early years enjoy a broader curriculum offer. Even so, they are not as well prepared for Year 1 as they might be because their learning is not planned with enough care. All pupils benefit from the experiences that leaders provide to enhance their wider development. Pupils make improvements to their school and local community. They learn about the careers that are available to them. They learn about how to protect the natural environment.