Pupils do not receive an acceptable standard of education at Hallwood Park Primary School. Leadership is not effective. Governors have been too slow to intervene to remedy the weaknesses in the school. As a result, pupils’ learning is poor. They do not achieve well. Pupils do not benefit from an ambitious and engaging curriculum. Leaders and staff have low expectations of what pupils, including children in the early years, can, and should, achieve. The majority of pupils are not sufficiently prepared for the next stage of their education. Moreover, pupils with special educational needs and/or disabilities (SEND), and the youngest children, are worst affected by the ineffective curriculum. While most leaders and staff expect pupils to behave well, pupils’ attitudes to learning vary. Although some pupils told inspectors that they enjoy learning, other pupils find the curriculum dull and uninspiring. These pupils often lack the desire to try hard and do their best. Pupils have limited opportunities to take part in activities beyond the academic curriculum. Leaders have failed to reintroduce a wide range of enrichment activities following the impact of the COVID-19 pandemic. Pupils benefit from warm and caring relationships with staff. Pupils are confident that leaders and staff will listen to their worries and concerns. Staff quickly resolve any incidents of bullying. As a result, most pupils feel happy and safe.