This school has undergone significant changes. Pupils and staff speak about how these changes have improved the school. Pupils say that they feel clearer about what the expectations of behaviour around school are. They speak about feeling safe. Pupils trust adults to help them if they have worries. For example, pupils talk about how they value the ‘worry boxes’ in classrooms that they use to write down their concerns. Relationships between pupils and staff are extremely secure. Pupils are taught positive learning behaviours from the early years onwards. Pupils are introduced to clear and consistent routines. The school has developed a productive learning culture. There has been a reduction in the number of behaviour incidents. The school quickly identifies pupils who need support with their behaviour. Leaders are ambitious for what pupils can achieve in the curriculum. The school has the same ambitions for all its pupils, including those with special educational needs and/or disabilities (SEND). These high expectations are increasingly becoming realised in what pupils know and remember in the curriculum. The school has taken action to increase attendance. This is beginning to make a difference. A culture of high attendance is beginning to develop in school.